Early child care and the school readiness of children from Mexican immigrant families
Early child care and the school readiness of children from Mexican immigrant families
复制标题
DOI：
10.1111/j.1747-7379.2007.00060.x
复制
发表时间：
2007-03-01
影响因子：
3.8
通讯作者：
Crosnoe, Robert
中科院分区：
文献类型：
--
作者：
Crosnoe, Robert
结合移民和教育研究的概念模型，本研究调查是否规范的前因过渡到正规学校教育在当代美国-幼儿保育-链接墨西哥移民身份的各个方面的入学准备。具有全国代表性数据的回归模型显示，与来自其他种族/民族人口的本地同龄人相比，来自墨西哥移民家庭的儿童在父母照顾中的比例过高，在中心照顾中的比例不足，这有助于解释他们在幼儿园的数学成绩和外化症状的普遍较低的比例。然而，与家庭社会经济环境相比，幼儿保育的中介作用就显得苍白无力了。
Combining conceptual models from immigration and educational research, this study investigated whether a normative antecedent to the transition to formal schooling in the contemporary U.S. - early child care - links Mexican immigrant status to various aspects of school readiness. Regression models with nationally representative data revealed that children from Mexican immigrant families were overrepresented in parental care and underrepresented in center-based care compared to their native peers from other race/ethnic populations, which helped to explain a significant but small portion of their generally lower rates of both math achievement and externalizing symptoms in kindergarten. This mediating role of early child care, however, paled in comparison to family socioeconomic circumstances.