Congruence of Social Competence Ratings and the Math Gains of Young Latino Children

• In Event: 58.064 - STEAM Learning and Teaching in Early Childhood

Abstract

Latinos are the largest and youngest minority population in the U.S. Many demonstrate paradoxical development during early childhood: strong social-behavioral though weak academic development. Scholars argue that Latino social competencies are an important though underutilized asset to build stronger academic functioning. We explore two issues related with this hypothesis, analyzing the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K, 1998): 1) the extent to which parent and teacher ratings of social competence are congruent and 2) how ratings and their (in)congruence are associated with Latino children’s math learning. We find considerable differences between parent and teacher ratings, both uniquely predictive of math gains. We interpret findings in terms of “cultural distance” between home and school and make a series of recommendations.

Authors

• Bryant Jensen, Brigham Young University

• Claudia Lucia Galindo, University of Maryland - College Park

• Ross Allen Andrew Larsen, Brigham Young University

• Tymofey Wowk, University of Maryland - Baltimore County