Low-Income Parents’ Socialization of Their Preschoolers’ Early Reading and Math Skills

Abstract

Children from low-income and Black and Latino families are often at risk for reading and math difficulties. We examined whether there were differences in Black and Latino Head Start parents' beliefs about reading and math socialization, frequency of children's engagement in reading and math, and children's reading and math skills. There were differences in parents' socialization beliefs, children's reading and math activities, and associations with children's reading and math outcomes. Although reading/math engagement was more limited than what is reported among middle-income families, findings show the importance of parental beliefs and practices for children's reading and math outcomes.

ACKNOWLEDGMENTS

The authors thank Sumit Bose, Brittany Cesar, Mindy Cleveland, Kavita Chana, Ashley Crowner, Armeta Dastyar, Amanda Gonnsen, Kierra Gregory, Elyse Grossman, Julie Grossman, Lauren Hall, Benjamin Hong, Danielle Jackson, Erika Johnson, Cathalina Juarez, Janice Keung, Avneet Kumar, Katherine Moler, Cierra Moyd, Manica Ramos, Amber Savage, Ziad Seyoum, Sarah Stark, Paula Strassle, Edna Tembeli, Mauria Uhlik, Sol Ye, and Lannie Zelaya for their assistance.