Abstract
Much of the literature on the academic development of Black and Latino children from low-income backgrounds has taken a deficits perspective. That is, it has focused on the skills these children or families lack and has viewed these weaknesses as stemming, at least in part, from weaknesses in what the families are doing to foster their children’s educational success. The chapters in this book take a strength-based perspective to understand what opportunities are available at home for children from these demographic groups as they start school. Some of the chapters present descriptive information about children’s home learning environments and relations to later academic outcomes. Other chapters discuss effective interventions that build upon family strengths to promote children’s learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Cabrera, N. J., & The SRCD Ethnic Racial Issues Committee. (2013). Positive development of ethnic minority children. Social Policy Report, 27(2), 1–29.
Cabrera, N. J., Beeghly, M., & Eisenberg, N. (2012). Positive development of minority children: Introduction to the special issue. Child Development Perspectives, 6, 207–209. https://doi.org/10.1111/j1750-8606.2012.00253x.
Duncan, G. J., & Murnane, R. J. (2014). Restoring opportunity: The crisis of inequality and the challenge for American education. NY: Russell Sage Foundation.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnusson, K., Huston, A. C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428.
Garcia Coll, C., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., Garcia, H. V., et al. (1996). An integrative model for the study of development competencies in minority children. Child Development, 67, 1891–1914. https://doi.org/10.2307/1131600.
Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parent involvement. Journal of Educational Psychology, 99, 532–544. https://doi.org/10.1037/0022-0663.993.532.
Janes, H., & Kermani, H. (2001). Caregivers’ story reading to young children in family literacy programs: Pleasure or punishment. Journal of Adolescent and Adult Literacy, 44, 458–466. https://www.jstor.org/stable/40017103.
Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional competencies to the table. Child Development Perspectives, 6(2), 105–111. https://doi.org/10.1111/j.1750-8606.2011.00196.x.
Raver, C. C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three-and four-year-olds (Working Papers 0205). Harris School of Public Policy Studies, University of Chicago.
Reardon, S. F., & Portilla, X. A. (2016). Recent trends in income, racial, and ethnic school readiness gaps at kindergarten entry. AERA Open, 2(3), 1–18. https://doi.org/10.1177/2332858416657343.
Rogoff, B., Mistry, J., Göncü, A., & Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development, 58. https://doi.org/10.2307/1166109.
Sawyer, B. E., Cycyk, L. M., Sandilos, L. E., & Hammer, C. S. (2016). So many books they don’t even all fit on the bookshelf: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors. Journal of Early Childhood Literacy, 18, 338–372. https://doi.org/10.1177/1468798416667542.
Sonnenschein, S., Stapleton, L. M., & Benson, A. (2010). The relation between the type and amount of instruction and growth in children’s reading competencies. American Educational Research Journal, 47, 358–389. https://doi.org/10.3102/0002831209349215.
Yamamoto, Y., & Sonnenschein, S. (2016). Introduction. In Y. Yamamoto & S. Sonnenschein (Eds.), Family contexts of academic socialization: The role of culture, ethnicity, and socioeconomic status. Research in Human Development, 13, 183–196. https://doi.org/10.1080/15427609.2016.1194711.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Sonnenschein, S., Sawyer, B.E. (2018). Introduction: The Need to Take a Strengths-Based Approach to Facilitate Children’s Educational Growth. In: Sonnenschein, S., Sawyer, B. (eds) Academic Socialization of Young Black and Latino Children. Springer, Cham. https://doi.org/10.1007/978-3-030-04486-2_1
Download citation
DOI: https://doi.org/10.1007/978-3-030-04486-2_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-04485-5
Online ISBN: 978-3-030-04486-2
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)