Socioeconomic status, parental investments, and the cognitive and behavioral outcomes of low-income children from immigrant and native households |
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| Authors: | Rashmita S Mistry Jeremy C Biesanz Nina Chien Carollee Howes Aprile D Benner |
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| Institution: | aDepartment of Education, University of California, Los Angeles, Box 951521, Los Angeles, CA 90095-1521, United States;bDepartment of Psychology, University of British Columbia, British Columbia, Canada;cDepartment of Education, University of California, Los Angeles, CA, United States |
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| Abstract: | The current study examines the effects of socioeconomic status (SES) on preschool children's cognitive and behavioral outcomes and if these relations are mediated by the quality of children's home environment and moderated by family nativity status. Data come from 1459 low-income families (n = 257 and 1202 immigrant and native families, respectively). Results indicated that among both immigrant and native households, maternal education, as compared to household income or welfare receipt, was the strongest predictor of a composite of SES. Path analyses estimated direct and indirect effects of SES and revealed greater similarity than difference in the processes by which SES influences immigrant and native children's preschool outcomes. Language/literacy stimulation and maternal supportiveness mediated the relations of SES to children's cognitive outcomes among both immigrant and native families. In contrast, parenting stress mediated the effects of SES on children's aggressive behavior among native, but not immigrant, households. |
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| Keywords: | Poverty SES Immigrant families Family processes Preschool outcomes |
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