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ERIC Number: EJ1069863
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-1088-8691
Classroom Race/ethnic Composition, Family-School Connections, and the Transition to School
Benner, Aprile D.; Yan, Ni
Applied Developmental Science, v19 n3 p127-138 2015
Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections, parental involvement and communication quality, accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to elementary school. For students with more same-race/ethnic representation in their classrooms, greater classroom race/ethnic diversity promoted more parental involvement, which in turn promoted children's interpersonal skills and reading achievement. Classroom diversity made little difference to parental involvement when students had fewer same-race/ethnic peers in the classroom. Teacher-parent communication quality did not emerge as an explanatory mechanism, and findings did not vary by the race/ethnic match between students and their teachers.
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: R24HD42849