“We Keep the Education Goin’ at Home All the Time”: Family Literacy in Low-Income African American Families of Preschoolers

Robin L. Jarrett, Sarai Coba-Rodriguez

Research output: Contribution to journalArticlepeer-review

Abstract

Researchers have examined the impact of family on child literacy among low-income African American families and preschoolers considered to be at risk for not being ready for kindergarten. Quantitative studies identify family-parental variables associated with poorer literacy outcomes, whereas qualitative studies detail family practices that promote child literacy development. Addressing the limitations of social address variables in quantitative research, and the paucity of research on preschoolers in qualitative research, this study examines the home-based literacy practices of 20 low-income, African American families with preschoolers in Head Start transitioning to kindergarten. Using qualitative interviews informed by a resilience framework, we found that home-based literacy activities were carried out within teams of diverse kin who worked together to promote children's school readiness. Family literacy teams expanded the literacy resources available to preschoolers, providing a rich literacy environment for children's development. These findings contribute to our substantive understanding of literacy practices within low-income African American families, resilience theory, and culturally relevant home-school collaborations.

Original languageEnglish (US)
Pages (from-to)57-76
Number of pages20
JournalJournal of Education for Students Placed at Risk
Volume22
Issue number2
DOIs
StatePublished - Apr 3 2017

ASJC Scopus subject areas

  • Education

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