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African American fathers' contributions to children's early academic achievement: Evidence from two-parent families from the Early Childhood Longitudinal Study-Birth Cohort

Resource Type: Reports & Papers
Author(s): Baker, Claire E.
Date Issued: January, 2014
Description: This study utilized a large sample (N=750) of 2-parent families from the Early Childhood Longitudinal Study-Birth Cohort to examine the contributions of African American fathers' home literacy involvement, play activities, and caregiving at 24 months to children's reading and math achievement in preschool. After family characteristics and child characteristics were controlled for, both mother and father characteristics predicted child achievement. Mother age predicted math achievement but not reading. Furthermore, even after mother predictors were entered into the hierarchical regressions, fathers' education and home literacy involvement also significantly predicted achievement. African American fathers who engaged in more frequent shared book reading, telling stories, singing songs, and provided more children's books in their homes at 24 months had children with better reading and math scores in preschool. Practice or Policy: These findings support growing evidence that fathers contribute to child development. Implications for research on early academic achievement in ethnically diverse samples are discussed. (author abstract)
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Journal Title: Early Education and Development
Volume Number: 25
Issue Number: 1
Page Range: 19-35
Topics: Children & Child Development > Child Development & School Readiness

Parents & Families > Involvement In Child Care & Early Education > Parent-Child

Parents & Families > Parent/Family Characteristics
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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Related Datasets

Early Childhood Longitudinal Study: Birth Cohort, 2001-2002, Preschool Data [United States]


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