Advanced search
Publication Cover
Early Education and Development Volume 25, 2014 - Issue 1
Submit an article Journal homepage
1,446
Views
51
CrossRef citations to date
0
Altmetric
ARTICLES

African American Fathers' Contributions to Children's Early Academic Achievement: Evidence From Two-Parent Families From the Early Childhood Longitudinal Study–Birth Cohort

Claire E. Baker School of Education, University of North Carolina at Chapel-HillCorrespondence[email protected]
Pages 19-35 | Published online: 31 Oct 2013

Citations (51)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (11)

Irem Korucu, Ellen Litkowski & Sara A. Schmitt. (2020) Examining Associations between the Home Literacy Environment, Executive Function, and School Readiness. Early Education and Development 31:3, pages 455-473.
Read now
Laura Cutler & Rob Palkovitz. (2020) Fathers’ Shared Book Reading Experiences: Common Behaviors, Frequency, Predictive Factors, and Developmental Outcomes. Marriage & Family Review 56:2, pages 144-173.
Read now
Elena Soto-Calvo, Fiona R. Simmons, Anne-Marie Adams, Hannah N. Francis & David Giofre. (2020) Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study. Early Education and Development 31:1, pages 113-136.
Read now
Simone Lehrl, Susanne Ebert, Sabine Blaurock, Hans-Günther Rossbach & Sabine Weinert. (2020) Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school. School Effectiveness and School Improvement 31:1, pages 102-124.
Read now
Steve Haberlin & Eric Davis. (2019) An evocative portrayal of stay-at-home-dads’ experiences in elementary schools through poetic inquiry. Journal of Poetry Therapy 32:4, pages 252-260.
Read now
Cheng Yong Tan & Dian Liu. (2018) What is the influence of cultural capital on student reading achievement in Confucian as compared to non-Confucian heritage societies?. Compare: A Journal of Comparative and International Education 48:6, pages 896-914.
Read now
Claire E. Baker. (2018) When daddy comes to school: father–school involvement and children’s academic and social–emotional skills. Early Child Development and Care 188:2, pages 208-219.
Read now
M. Francisca del Río, Maria Ines Susperreguy, Katherine Strasser & Viviana Salinas. (2017) Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance: The Role of Math Anxiety, Home Numeracy Practices, and Numeracy Expectations. Early Education and Development 28:8, pages 939-955.
Read now
Cheng Yong Tan. (2017) Conceptual diversity, moderators, and theoretical issues in quantitative studies of cultural capital theory. Educational Review 69:5, pages 600-619.
Read now
Cheryl Varghese & John Wachen. (2016) The Determinants of Father Involvement and Connections to Children's Literacy and Language Outcomes: Review of the Literature. Marriage & Family Review 52:4, pages 331-359.
Read now
Claire E. Baker. (2015) Does Parent Involvement and Neighborhood Quality Matter for African American Boys' Kindergarten Mathematics Achievement?. Early Education and Development 26:3, pages 342-355.
Read now

Articles from other publishers (40)

Paula Marie Powe, Cortney VanHook, Allison Collier, Mark Nakhla, Isaiah Crum, Megan Hamm & Elizabeth Miller. (2023) Black Fathers’ Perspectives About Early Childhood Adversity and Toxic Stress: Results From Focus Groups. Families in Society: The Journal of Contemporary Social Services.
Crossref
Xinzhuo Zou, Xiao Zhang, Weiyi Xie & Nan Xiao. (2023) Cross-lagged associations between father-child numeracy activities and very young children's number competence. Journal of Applied Developmental Psychology 87, pages 101567.
Crossref
KONGKONA SONOWAL*. (2023) EFFECT OF PARENTAL EDUCATIONAL STATUS ON LITERACY AND NUMERACY SKILLS OF PRESCHOOL CHILDREN. The Journal of Research ANGRAU 51:2, pages 118-128.
Crossref
Ying-jie Jheng, Chun-wen Lin & Yuen-kuang Liao. (2023) The way cultural capital works: A meta-analysis of the effects of cultural capital on student's reading performance. International Journal of Educational Research 122, pages 102259.
Crossref
Julie J. Kim, Daphne A. Henry & Eric Dearing. (2023) Early childhood predictors of black children's achievement: Home, early care and education, and neighborhood contexts. Early Childhood Research Quarterly 63, pages 337-351.
Crossref
Madison L. Paff, Ashley J. Harrison, Sydney R. Erickson, Amanda E. Ferster & Stacey M. Neuharth-Pritchett. (2022) Calculating “At-Risk” Rates and Service Utilization Disparities in Early Intervention and Early Childhood Special Education Services. Adversity and Resilience Science.
Crossref
Connie Qun Guan, Youjia Wang & Yao Wang. (2022) Grandparenting Role on Math Online Learning in Chinese Multigenerational Households. Sustainability 14:18, pages 11551.
Crossref
Cory J. Campbell & Holly S. Schindler. (2022) Emerging Ideas: Father–child exchanges, configurations, and discourse during shared book‐reading: An interaction analysis. Family Relations 71:3, pages 1304-1318.
Crossref
Roel van Steensel, Brenda Gouw, Saskia Liefers & Tessa van Aspert. (2022) Cognitively challenging talk during shared reading: Effects of parent gender, child gender and relations with story comprehension. Journal of Early Childhood Literacy, pages 146879842210822.
Crossref
Anna Mues, Astrid Wirth, Efsun Birtwistle & Frank Niklas. (2022) Associations Between Children’s Numeracy Competencies, Mothers’ and Fathers’ Mathematical Beliefs, and Numeracy Activities at Home. Frontiers in Psychology 13.
Crossref
Jenni Salminen, Daria Khanolainen, Tuire Koponen, Minna Torppa & Marja-Kristiina Lerkkanen. (2021) Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties. Frontiers in Education 6.
Crossref
Erin Louise Robinson, Jennifer StGeorge & Emily Elsa Freeman. (2021) A Systematic Review of Father–Child Play Interactions and the Impacts on Child Development. Children 8:5, pages 389.
Crossref
Amy R. Napoli, Irem Korucu, Joyce Lin, Sara A. Schmitt & David J. Purpura. (2021) Characteristics Related to Parent-Child Literacy and Numeracy Practices in Preschool. Frontiers in Education 6.
Crossref
Şule TEPETAŞ CENGİZ & Mazhar BAL. (2020) Okul Öncesi Dönemde Evde Okuma Süreci: Aile Beklentilerine Yönelik Bir Durum ÇalışmasıHome Reading Process in Preschool Period: A Case Study on Family Expectations. Ana Dili Eğitimi Dergisi 8:4, pages 1311-1331.
Crossref
Daria Khanolainen, Maria Psyridou, Gintautas Silinskas, Marja-Kristiina Lerkkanen, Pekka Niemi, Anna-Maija Poikkeus & Minna Torppa. (2020) Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9. Frontiers in Psychology 11.
Crossref
Annabel Amodia-Bidakowska, Ciara Laverty & Paul G. Ramchandani. (2020) Father-child play: A systematic review of its frequency, characteristics and potential impact on children’s development. Developmental Review 57, pages 100924.
Crossref
Jacqueline Lynch & Holly Zwerling. (2020) Bringing Neighborhood Dads Into Classrooms: Supporting Literacy Engagement. The Reading Teacher 74:2, pages 169-178.
Crossref
Muhammad Chutiyami, Shirley Wyver & Janaki Amin. (2020) Is parent engagement with a child health home-based record influenced by early child development and first-born status? hypotheses from a high-income countries’ perspective. Medical Hypotheses 137, pages 109605.
Crossref
Claire E. Baker & Jeanne Brooks-Gunn. (2019) Early Parenting and the Intergenerational Transmission of Self-Regulation and Behavior Problems in African American Head Start Families. Child Psychiatry & Human Development 51:2, pages 220-230.
Crossref
Jaime Humberto Moreno Méndez, José Pedro Espada Sánchez & María Inmaculada Gómez Becerra. (2020) Role of parenting styles in internalizing, externalizing, and adjustment problems in children. Salud mental 43:2, pages 73-84.
Crossref
Elena Soto-Calvo, Fiona R. Simmons, Anne-Marie Adams, Hannah N. Francis, Hannah Patel & David Giofrè. (2020) Identifying the preschool home learning experiences that predict early number skills: Evidence from a longitudinal study. Early Childhood Research Quarterly 53, pages 314-328.
Crossref
Yagmur Seven & Howard Goldstein. (2020) Effects of embedding decontextualized language during book-sharing delivered by fathers in Turkey. Early Childhood Research Quarterly 50, pages 191-204.
Crossref
Cheng Yong TanCheng Yong Tan. 2020. Family Cultural Capital and Student Achievement. Family Cultural Capital and Student Achievement 9 23 .
Elisabeth Duursma, Cheryl Jialing Ho, Michelle L. Townsend, Brin F. Grenyer & Jane S. Herbert. 2020. Handbook of Fathers and Child Development. Handbook of Fathers and Child Development 411 433 .
Nadya Pancsofar, Jerry G. Petroff, Shridevi Rao & Alyssa Mangel. (2019) “What I Want to Do as a Father Is Be There”: Constructions of School Involvement for Fathers of Children with Complex Disabilities. Research and Practice for Persons with Severe Disabilities 44:3, pages 153-168.
Crossref
Yingyi Liu, Xiao Zhang, Zhanmei Song & Wen Yang. (2019) The unique role of father–child numeracy activities in number competence of very young Chinese children. Infant and Child Development 28:4.
Crossref
Jon Quach, Anna Sarkadi, Natasha Napiza, Melissa Wake, Amy Loughman & Sharon Goldfeld. (2018) Do Fathers' Home Reading Practices at Age 2 Predict Child Language and Literacy at Age 4?. Academic Pediatrics 18:2, pages 179-187.
Crossref
Amy R. Napoli & David J. Purpura. (2018) The home literacy and numeracy environment in preschool: Cross-domain relations of parent–child practices and child outcomes. Journal of Experimental Child Psychology 166, pages 581-603.
Crossref
Fénita Manuel Mahendra, Tagma Marina Schneider Donelli & Angela Helena Marin. (2018) Compreendendo o Ambiente Familiar no Contexto da Reprovação Escolar de Adolescentes. Gerais: Revista Interinstitucional de Psicologia 11:1, pages 45-60.
Crossref
Paul Lanier. 2018. Moving Life Course Theory Into Action: Making Change Happen. Moving Life Course Theory Into Action: Making Change Happen.
Claire E. Baker. 2017. African American Children in Early Childhood Education. African American Children in Early Childhood Education 201 219 .
Kyunghee Lee, Marianne Clinton, Kristin Rispoli & Jaewon Lee. (2017) Individualized education programmes and parental behaviours for children with disabilities: moderation effects of head start on children's developmental outcomes. Child & Family Social Work 22:2, pages 1000-1014.
Crossref
Meredith L. Rowe, Kathryn A. Leech & Natasha Cabrera. (2016) Going Beyond Input Quantity: Wh ‐Questions Matter for Toddlers' Language and Cognitive Development . Cognitive Science 41:S1, pages 162-179.
Crossref
Tricia D. Foster, Laura C. Froyen, Lori E. Skibbe, Ryan P. Bowles & Kalli B. Decker. (2016) Fathers’ and mothers’ home learning environments and children’s early academic outcomes. Reading and Writing 29:9, pages 1845-1863.
Crossref
Bora Lee, Jenny Padilla & Susan M. McHale. (2015) Transmission of Work Ethic in African-American Families and Its Links with Adolescent Adjustment. Journal of Youth and Adolescence 45:11, pages 2278-2291.
Crossref
Claire E. Baker. (2015) African American and Hispanic Fathers’ Work Characteristics and Preschool Children’s Cognitive Development. Journal of Family Issues 37:11, pages 1514-1534.
Crossref
Angie D. Wilson, Richard C. HenriksenJr.Jr., Rebecca Bustamante & Beverly Irby. (2016) Successful Black Men From Absent-Father Homes and Their Resilient Single Mothers: A Phenomenological Study. Journal of Multicultural Counseling and Development 44:3, pages 189-208.
Crossref
Mi Sun Yoon & Misuk Kim. (2016) The Effects of Father Marital Satisfaction on Young Child Emotion Regulation: Mediating Effects of Father Parenting Participation. Korean Journal of Child Studies 37:3, pages 111-122.
Crossref
Claire E. Baker. (2015) Fathers' language input during shared book activities: Links to children's kindergarten achievement. Journal of Applied Developmental Psychology 36, pages 53-59.
Crossref
Claire E. Baker & Sara E. Rimm-Kaufman. (2014) HOW HOMES INFLUENCE SCHOOLS: EARLY PARENTING PREDICTS AFRICAN AMERICAN CHILDREN'S CLASSROOM SOCIAL-EMOTIONAL FUNCTIONING. Psychology in the Schools 51:7, pages 722-735.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.