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Author: Estudillo, Antonio
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Estudillo, Antonio |
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The Role of Home Environments During Childhood for Predicting Academic Achievement of African-American and Latina/o Adolescents Presented: Ann Arbor, MI, The Society for the Psychological Study of Ethnic Minority Issues (APA Division 45), American Psychological Association, June 17-19, 2010. Also: http://www.div45conference.com/program/Abstracts.pdf Cohort(s): Children of the NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Children, Academic Development; Ethnic Differences; Ethnic Groups; Geocoded Data; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Racial Differences The study focused on examining the role of home environments during childhood predicting academic achievement of early adolescents of color. Two aspects of home environments were examined: cognitive stimulation and emotional support. Because the relations between children's home environments and adolescent achievement are confounded by socioeconomic status, socioeconomic status was controlled for in the analyses. Methodology: The sample consisted of 72 African-American and 45 Latino families from the NLSY data set. The study focused on the role of the home environment (as measured by the HOME-Short Form) when the children were 6 to 9 years (collected during 2002) predicting later academic achievement (as measured by the Peabody Individual Achievement Test) during adolescence at ages 10 to 13 (collected during 2006). Two hierarchical regressions predicting PIAT Reading Comprehension and PIAT Math were run separately for African-American and Latina/o adolescents. In the first step of each of the 4 regressions, family income was entered into the equation as a control for the effects of socioeconomic status on adolescent achievement. In the second step of each of the regressions, the HOME cognitive stimulation and emotional support subscale scores were entered to determine whether home environment during childhood predicted adolescent achievement after controlling for socioeconomic status. For both African-American and for Lationa/o adolescents, cognitive stimulation in the home significantly positively predicted math and reading comprehension achievement test scores even after controlling for socioeconomic status. In contrast, emotional support in the home did not significantly predict math or reading comprehension for African-American or Latina/o adolescents. These preliminary analyses will be followed up by using the NLSY Geocode files to examine the role of the home environment predicting Latina/o adolescent adjustment while taking into account the country of origin of the parents (instead of combining all Latinos into one single group) and examining the effects of waves of immigration, such as whether the parents are first or second generation immigrants to the United States. In addition, because the sample has families with more than one child participating, further analyses will examine shared and nonshared environments of siblings to understand effects on home environments on child and adolescent development. |
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Bibliography Citation
Estudillo, Antonio. "The Role of Home Environments During Childhood for Predicting Academic Achievement of African-American and Latina/o Adolescents." Presented: Ann Arbor, MI, The Society for the Psychological Study of Ethnic Minority Issues (APA Division 45), American Psychological Association, June 17-19, 2010. |