RT Article
T1 The Early Emergence of SES Achievement Gaps: Disparities Across Race, Ethnicity, and Immigrant Status
JF Race and social problems
VO 16
IS 1
SP 116
OP 132
A1 Kruzik, Claudia
A1 Coley, Rebekah Levine
A1 Votruba-Drzal, Elizabeth
A1 Spielvogel, Bryn
A1 Henry, Daphne
A1 Betancur, Laura
A2 Coley, Rebekah Levine
A2 Votruba-Drzal, Elizabeth
A2 Spielvogel, Bryn
A2 Henry, Daphne
A2 Betancur, Laura
LA English
YR 2024
UL https://krimdok.uni-tuebingen.de/Record/1881290875
AB Research documents positive associations between socioeconomic factors and children’s cognitive development. However, the benefits of socioeconomic advantage may not accrue similarly to all children. In this study, we explored whether the relation between socioeconomic factors and early child cognitive outcomes differs as a function of children’s racial/ethnic identity and family immigration status in a nationally representative sample of children (Early Childhood Longitudinal Study – Birth Cohort). The associations of family income with cognitive outcomes were weaker for Black and Hispanic children with U.S. born parents compared with White children with U.S. born parents and Hispanic and Asian children in immigrant families. Associations between parental education and cognitive outcomes were weaker for Hispanic children in immigrant families compared to White and Hispanic children with U.S. born parents. Findings suggest that benefits of socioeconomic factors for early cognitive development are uneven across social identities in the earliest years of development and invite further exploration into the mechanisms underlying differential patterns.
K1 Early cognitive skills
K1 Immigration status
K1 Racial and ethnic disparities
K1 Parent education
K1 Family income
DO 10.1007/s12552-023-09402-w