Document Type
Article
Publication Date
1-1-2014
Journal / Book Title
Early Childhood Research Quarterly
Abstract
This study focused on the transition patterns of African American boys from preschool to kindergartenusing the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B) dataset. Analyses were conductedto examine whether socioeconomic status, parenting (i.e., emotional support, intrusiveness), and atten-dance in a center-based program predicted likelihood of being in a particular transition pattern. Fourpatterns emerged from the data: (1) Increasing Academically, (2) Early Achiever: Declining Academically & Socially, (3) Low Achiever: Declining Academically, and (4) Consistent Early Achiever. There was het-erogeneity in the school transition patterns of African American boys, with many showing stability frompreschool to kindergarten. Family income and parenting practices and interactions were associated withan increased probability of being in the group that showed a significant increase in academics, suggest-ing the importance of parents' provision of enriching opportunities and experiences for African American boys as they transition from preschool to kindergarten.
DOI
10.1016/j.ecresq.2013.11.004
MSU Digital Commons Citation
Iruka, Iheoma U.; Gardner-Neblett, Nicole; Matthews, Jamaal; and Winn, Donna Marie C., "Preschool to Kindergarten Transition Patterns for African American Boys" (2014). Department of Educational Foundations Scholarship and Creative Works. 87.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/87
Published Citation
Iruka, I. U., Gardner-Neblett, N., Matthews, J. S., & Winn, D. M. C. (2014). Preschool to kindergarten transition patterns for African American boys. Early Childhood Research Quarterly, 29(2), 106-117.