Parenting Beliefs as Predictors of Ethnic Identity Development of First Grade Children in the Study of Early Child Care Dataset (SECC)

2006 ◽  
Author(s):  
Dwight Tolliver ◽  
Frederick T. L. Leong
Keyword(s):  
Ethnic Identity ◽  
Child Care ◽  
Identity Development ◽  
First Grade ◽  
Ethnic Identity Development ◽  
Parenting Beliefs ◽  
Early Child ◽  
Early Child Care

Multiple Pathways to Early Academic Achievement

2004 ◽  
Vol 74 (1) ◽  
pp. 1-29 ◽  
Author(s):  
NICHD EARLY CHILD CARE RESEARCH NETWORK
Keyword(s):  
Child Care ◽  
Youth Development ◽  
Structural Model ◽  
Transition Period ◽  
First Grade ◽  
Research Network ◽  
Early Child ◽  
Early Child Care ◽  
And Mathematics ◽  
Reading And Mathematics

Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, the NICHD Early Child Care Research Network (ECCRN) constructed a structural model predicting reading and mathematics achievement in first-grade children from parenting, childcare, and first-grade schooling environments, which is presented in this article. The model provided a strong fit for the data, and parenting emerged as the strongest single contextual predictor of children's achievement. Nevertheless, the child-care and firstgrade schooling contexts independently contributed to children's academic performance. There were also a number of indirect pathways of prediction that combined environmental and child factors. Overall, results confirmed that multiple factors act in concert over the school transition period to shape children's reading and mathematics skills.

scholarly journals Theoretical and Methodological Contributions of Narrative Psychology to Ethnic Identity Research

2018 ◽  
Author(s):  
Moin Syed
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Rating Scale ◽  
Ethnic Identity Development ◽  
Narrative Psychology ◽  
The Past ◽  
Methodological Tool ◽  
Quantitative Rating ◽  
Theoretical Issues

The purpose of this chapter is to showcase how narrative, or the stories that people tell about their experiences, is a useful theoretical and methodological tool for understanding ethnic identity development. Over the past two decades, research on ethnic identity development has primarily relied on quantitative, rating-scale instruments (Phinney, 1992; Sellers et al., 1998). While this methodology has contributed to a strong knowledge base regarding the correlates and developmental course of ethnic identity (Quintana, 2007), what has been lacking is an analysis of the lived experiences that constitute one’s ethnic identity and contribute to its development. To this end, the chapter includes a synthesis of published and ongoing studies to illustrate how a narrative approach can contribute to theoretical issues of major importance to the study of ethnic identity: how ethnic identity develops, the role of context in development, and the dimensionality of ethnic identity. These examples highlight the close connection between method and theory, as well as how narrative research can inform subsequent survey-based work.

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