TY  - GEN
AB  - This study addresses the negative effects of low socioeconomic status (SES) on early childhood cognitive development, moderating variables, and variables that mitigate disparities. In a sample of 3,960 parents/guardians answering for their child, I use OLS regression models to examine SES measures that negatively impact early childhood cognitive development as well as models to examine potential mitigating variables. Being black or Hispanic, coming from a low income household, and having a parent/guardian with low education levels are associated with lower levels of early childhood development. Parental involvement and program participation positively impact school readiness levels. I conclude by drawing attention to the need for prevention of disparities early on in childhood to foster the decrease in the cycle of inequality.
AU  - Sheridan, Rachel Anne
DA  - 5/14/2020
ED  - Roberts, Wade
ID  - 4893
KW  - early childhood
KW  - cognitive development
KW  - SES
KW  - school readiness
KW  - education
KW  - parental involvement
KW  - program participation
KW  - inequality
L1  - https://digitalcc.coloradocollege.edu/record/4893/files/Sheridan_Thesis_Final_Rachel%20Sheridan.pdf
L2  - https://digitalcc.coloradocollege.edu/record/4893/files/Sheridan_Thesis_Final_Rachel%20Sheridan.pdf
L4  - https://digitalcc.coloradocollege.edu/record/4893/files/Sheridan_Thesis_Final_Rachel%20Sheridan.pdf
LA  - eng
LK  - https://digitalcc.coloradocollege.edu/record/4893/files/Sheridan_Thesis_Final_Rachel%20Sheridan.pdf
N2  - This study addresses the negative effects of low socioeconomic status (SES) on early childhood cognitive development, moderating variables, and variables that mitigate disparities. In a sample of 3,960 parents/guardians answering for their child, I use OLS regression models to examine SES measures that negatively impact early childhood cognitive development as well as models to examine potential mitigating variables. Being black or Hispanic, coming from a low income household, and having a parent/guardian with low education levels are associated with lower levels of early childhood development. Parental involvement and program participation positively impact school readiness levels. I conclude by drawing attention to the need for prevention of disparities early on in childhood to foster the decrease in the cycle of inequality.
PY  - 5/14/2020
T1  - Inequalities in School Readiness: How Social Class, Parental Involvement and Early Childhood Programs Intersect
TI  - Inequalities in School Readiness: How Social Class, Parental Involvement and Early Childhood Programs Intersect
UR  - https://digitalcc.coloradocollege.edu/record/4893/files/Sheridan_Thesis_Final_Rachel%20Sheridan.pdf
ER  -