Sandra Tang

TL;DR: In this paper, the longitudinal relation among executive function components in early childhood (54 months) and adolescence (15 years) and their prediction of academic achievement was analyzed to assess the longitudinal relations among EF components.

TL;DR: Investigating associations between family involvement in school-based activities and children's literacy in their preferred language (English or Spanish) during early elementary school found increased family involvement predicted better literacy skills at third grade, particularly for children who struggled early.

TL;DR: This paper examined whether the frequency of communication between African American parents and adolescents (N = 504; 49 % female) moderates the association between parent reports of racial socialization (i.e., cultural socialization and preparation for bias) at 8th grade and adolescent reports of race identity (perceived structural discrimination, negative public regard, success-oriented centrality) at 11th grade, and in turn, academic attitudes and perceptions.

TL;DR: Type of early care experienced by low-income urban preschoolers in the Three-City Study revealed that in comparison to White mothers, Latina mothers were less likely to use Head Start or center-based care, and type of care used varied by geographic location.

TL;DR: Examination of precursors to parent educational involvement with an emphasis on immigrant families who may face more involvement barriers using the immigrant sample from the Child Development Supplement of the Panel Study of Income Dynamics provides limited support for the Hoover-Dempsey and Sandler theoretical model for family involvement.