Tyreasa Washington1, Susan D Calkins2, Jeffrey Labban3, Jessica Dollar2, Susan P Keane4. 1. Department of Social Work, University of North Carolina at Greensboro, P.O. Box 26170, Greensboro, NC 27402-6170. 2. Department of Human Development and Family Studies, University of North Carolina at Greensboro. 3. School of Health and Human Sciences, University of North Carolina at Greensboro. 4. Department of Psychology, University of North Carolina at Greensboro.
Abstract
BACKGROUND: Research shows children's life trajectories and outcomes are strongly influenced by factors affecting development of social and academic competence that also interact with racial disparities in academic settings. Given the importance of social and academic competencies, identifying factors that promote these competencies among African American children is critical to their success over the life course. OBJECTIVE: This study examines a socioeconomically diverse sample of African American children to determine whether family-level factors promote and protect social and academic competence. METHODS: We analyze longitudinal data from a convenience sample of 97 African American children (54 girls, 43 boys) and their families who participated in a larger study of social and academic development. We analyze 2 waves of data collected when children were 7 and 10 years old. RESULTS: A series of 2-level, random-intercept, fixed-effects models show social competence is positively affected by quality of parent-child relationships, positive parenting practices, low parental stress, and routine family home environment. Similarly, academic competence is positively affected by low parental stress and family social support. CONCLUSIONS: Study findings fill a critical knowledge gap regarding predictors of social and academic competence of African American children from various socioeconomic strata. Potential avenues for intervention are discussed.
BACKGROUND: Research shows children's life trajectories and outcomes are strongly influenced by factors affecting development of social and academic competence that also interact with racial disparities in academic settings. Given the importance of social and academic competencies, identifying factors that promote these competencies among African American children is critical to their success over the life course. OBJECTIVE: This study examines a socioeconomically diverse sample of African American children to determine whether family-level factors promote and protect social and academic competence. METHODS: We analyze longitudinal data from a convenience sample of 97 African American children (54 girls, 43 boys) and their families who participated in a larger study of social and academic development. We analyze 2 waves of data collected when children were 7 and 10 years old. RESULTS: A series of 2-level, random-intercept, fixed-effects models show social competence is positively affected by quality of parent-child relationships, positive parenting practices, low parental stress, and routine family home environment. Similarly, academic competence is positively affected by low parental stress and family social support. CONCLUSIONS: Study findings fill a critical knowledge gap regarding predictors of social and academic competence of African American children from various socioeconomic strata. Potential avenues for intervention are discussed.
Authors: Darrell L Hudson; Eli Puterman; Kirsten Bibbins-Domingo; Karen A Matthews; Nancy E Adler Journal: Soc Sci Med Date: 2013-08-11 Impact factor: 4.634