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ERIC Number: EJ1167899
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0022-0671
Early Parenting and the Reduction of Educational Inequality in Childhood and Adolescence
Penner, Emily K.
Journal of Educational Research, v111 n2 p213-231 2018
Socioeconomic status (SES) differences in parenting are often implicated in widening the SES-achievement gap. Using nationally representative data (N = 12,887), the author tested for variation across SES in the types and intensity of parenting behaviors utilized and then examined SES differences in the relationship between parenting and student achievement growth from kindergarten to Grade 8. Exploratory factor analysis identifies three dimensions of early parenting: Educational engagement, stimulating parent-child interaction, and discursive discipline. Regression results indicate that all three are used most heavily by high-SES families. However, only educational engagement consistently predicts achievement growth. Surprisingly, it is positively associated with achievement for lower-, but not higher-SES students in Grades 1-8. Further, educational engagement is beneficial for low-SES children because it is particularly beneficial for low-achieving students, consistent with a compensatory hypothesis.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: P01HD065704; R305B130017