Date of Award
Doctor of Philosophy
Education and Human Development
Regena Fails Nelson, Ph.D.
Ariel Linda-Hart Anderson, Ph.D.
Jianping Shen, Ph.D.
Cognitive development, home environment, language-minority, preschool and kindergarten experience, school environment, socioemotional development
Evidence has suggested that preschool and kindergarten experiences affect the cognitive and social-emotion development of language-minority students (LMS). This quantitative study aims to illustrate the LMS’ preschool and kindergarten experience by investigating the preschool and kindergarten experience, family environment, and school environment. Longitudinal data from the U.S. nationwide Early Childhood Longitudinal Study, Kindergarten (ECLS-K), was used to apply a hierarchical linear model (HLM). Due to a gap in the literature regarding how school and family environments influence the holistic development of LMS, this study explores whether and how preschool and kindergarten experiences are associated with LMS’ cognitive and socioemotional outcomes while controlling for child, family, and school-level variables. In particular, this study examined the effects of the preschool and kindergarten levels obtained at the end of kindergarten, third grade, fifth grade, and eighth grade. This study offers new perspectives on how sociocultural environments impact the cognitive and socioemotional achievement of LMS. Most importantly, this study provides suggestions for families and schools to support LMS development.
Li, Xin, "The Effect Of Preschool And Kindergarten Participation On Later Achievement Of Language-Minority Student" (2022). Dissertations. 3821.