Early parenting and the reduction of educational inequality in childhood and adolescence. Issue 2 (4th March 2018)

• Record Type: Journal Article
• Authors: Penner, Emily K.
• Is Part Of: Journal of educational research. Volume 111:Issue 2(2018)
• Page Start: 213
• Page End: 231
• Publication Date: 2018-03-04
• Subjects: Achievement -- inequality -- parenting; Education -- Periodicals; 370.705
• DOI: 10.1080/00220671.2016.1246407
• Languages: English
• ISSNs: 0022-0671

Abstract

ABSTRACT: Socioeconomic status (SES) differences in parenting are often implicated in widening the SES-achievement gap. Using nationally representative data ( N = 12, 887), the author tested for variation across SES in the types and intensity of parenting behaviors utilized and then examined SES differences in the relationship between parenting and student achievement growth from kindergarten to Grade 8. Exploratory factor analysis identifies three dimensions of early parenting: Educational engagement, stimulating parent–child interaction, and discursive discipline. Regression results indicate that all three are used most heavily by high-SES families. However, only educational engagement consistently predicts achievement growth. Surprisingly, it is positively associated with achievement for lower-, but not higher-SES students in Grades 1–8. Further, educational engagement is beneficial for low-SES children because it is particularly beneficial for low-achieving students, consistent with a compensatory hypothesis.