Academic Socialization of Young Black and Latino Children

1. Front Matter

   Pages i-xv

   PDF

2. Introduction: The Need to Take a Strengths-Based Approach to Facilitate Children’s Educational Growth

   • Susan Sonnenschein, Brook E. Sawyer

   Pages 1-4

3. Latino and African-American Parental Resources, Investments, and Socialization Practices: Supporting Toddler’s Language and Social Skills

   • Catherine Kuhns, Natasha Cabrera, Avery Hennigar, Jerry West, Jennifer Acosta

   Pages 5-37

4. Concerted Cultivation Among Low-Income Black and Latino Families

   • Susan Sonnenschein, Shari R. Metzger, Brittany Gay

   Pages 39-60

5. Contexts of African American Children’s Early Writing Development: Considerations of Parental Education, Parenting Style, Parental Beliefs, and Home Literacy Environments

   • Gary E. Bingham, Amber Mason

   Pages 61-89

6. Parent- and Preschool-Teacher-Perceived Strengths Among Black and Latino Boys in Miami: Links to Early Success in Elementary School

   • Angelique Williams, Courtney Ricciardi, Adam Winsler

   Pages 91-119

7. Latino Families and Schools: Identifying Challenges and Highlighting Strengths to Support Children’s Early Learning

   • Guadalupe Díaz, Megan M. McClelland

   Pages 121-139

8. Intersectionality as a Framework for Understanding School Involvement and Advocacy Beliefs of Latina/o Families of Young Children

   • Tina M. Durand

   Pages 141-164

9. Little Talks: A Modular Treatment Approach for Promoting Infant and Toddler Language Acquisition Through Parents’ Preferences and Competencies

   • Patricia H. Manz, Tamique Ridgard, Nina E. Ventresco, Jamie Whitenack, Jacqueline Faison, Marisa Solé et al.

   Pages 165-186

10. Madres Educando a Sus Niños: Integrating Culture into Intervention

    • Carol Scheffner Hammer, Brook E. Sawyer, Lauren M. Cycyk

    Pages 187-208

11. Toward Improving the Educational Opportunities for Black and Latinx Young Children: Strengthening Family-School Partnerships

    • Angélica Montoya-Ávila, Nardos Ghebreab, Claudia Galindo

    Pages 209-231

12. Academic Socialization in the Homes of Black and Latino Preschool Children: Research Findings and Future Directions

    • Linda Baker, Laura DeWyngaert

    Pages 233-255

13. Back Matter

    Pages 257-258

    PDF

This book offers a strengths-based, family-focused approach to improving the educational performance and  school experience of struggling Black and Latino students. The book discusses educational challenges faced by low-income families of color and the different strengths within Black and Latino family life that can affect these challenges. It focuses building on these strengths within the children’s home environments that can serve as a foundation for subsequent learning. The chapters describe a wide range of family practices and beliefs, including development of interventions to support families that promote early language and literacy, early mathematics, and social skills. The chapters also present quantitative and/or qualitative studies using a strengths-based approach to parents’ socialization of their children’s early academic skills.

Topics featured in this book include:

• Latino and Black parental resources, investments, and beliefs
  
• Academic socialization in the homes of Black and Latino preschool children
  
• Development of culturally-informed interventions to promote children’s school readiness skills
  
• Family-school partnerships as a tool for improving educational opportunities.
  
• Directions for future research
  

Academic Socialization of Young Black and Latino Children is a must-have resource for researchers, educators, clinicians and related professionals, and graduate students in diverse fields including education, developmental and school psychology, family studies, counseling psychology and social work, and sociology of culture.

• Academic socialization and school success
• African American parents and student achievement
• Children’s writing skills and Black and Latino families
• Early academic development and young Black and Latino students
• Executive functioning skills and Black and Latino children
• Home-school partnerships and student success
• Low-income Black and Latino families and education
• Math skills and Black home environments
• Math skills and Latino home environments
• Parental beliefs and academic success
• Parental involvement and young children’s academic development
• Preschool and Black and Latino children
• Reading skills and Black home environments
• Reading skills and Latino home environments
• School readiness and Black families
• School readiness and Latino families
• Social-emotional development and Black students
• Social-emotional development and Latino students
• Socioeconomic challenges and academic achievement
• Young Latino dual language learners and literacy environment

• Department of Psychology, University of Maryland, Baltimore County, Baltimore, USA

  Susan Sonnenschein

• College of Education, Lehigh University, Bethlehem, USA

  Brook E. Sawyer

Susan Sonnenschein, Ph.D., is a developmental and educational psychologist at the University of Maryland, Baltimore County. She is a professor and graduate program director of the Applied Developmental Psychology program. Her research focuses on ways to promote at home and school the educational success of children from different demographic backgrounds. She is particularly interested in home experiences of children often at risk for difficulties in school (e.g., immigrants, low income, ELL, minority groups).

Brook E. Sawyer, Ph.D., is an associate professor in the College of Education at Lehigh University. She is an educational psychologist and teacher educator who conducts descriptive and intervention research on teachers’ and parents’ practices to support the language and literacy development of young vulnerable children, including children who live in poverty, dual language learners, and children with disabilities. She also focuses on interventions to develop collaborative relationships between parents and educators.

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