Quality early childhood education (ECE) can improve children's learning and development in low- and middle-income countries, but little evidence exists of programs targeting marginalized girls in vulnerable rural communities. This study used a matched-pair mixed-methods community-randomized trial to evaluate a preschool program for marginalized…

Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children's sleep (parent and teacher report)…

Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based…

Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer…

Socioeconomic status (SES) and bilingualism have been shown to influence executive functioning during early childhood. Less is known, however, about how the two factors interact within an individual. By analyzing a nationally representative sample of approximately 18,200 children who were tracked from ages 5 to 7 across four waves, both higher SES…

A multimethod, multi-informant design was used to examine links among sociodemographic risk, family adversity, parenting quality, and child adjustment in families experiencing homelessness. Participants were 245 homeless parents (M[subscript age] = 31.0, 63.6% African American) and their 4- to 6-year-old children (48.6% male). Path analyses…

Inequalities are everywhere, yet little is known about how children respond to people affected by inequalities. This article explores two responses--minimizing inequalities and favoring those who are advantaged by them. In Studies 1a (N = 37) and 1b (N = 38), 4- and 5-year-olds allocated a resource to a disadvantaged recipient, but judged…

This research examines the complex patterns by which distinct dimensions of critical consciousness may lead marginalized adolescents toward distinct forms of political action. Structural equation modeling was applied to nationally representative data from the Civic Education Study (2,811 ninth graders; M[subscript age] = 14.6), first establishing…

Abundant U.S. research documents an "immigrant advantage" in children's physical health. This article extends consideration to the United Kingdom, permitting examination of a broader group of immigrants from disparate regions of the world and different socioeconomic backgrounds. Drawing on birth cohort data (ages 0-5) from both countries…

This study explores the educational achievement of immigrant youth in Spain employing data from 3 waves of the Longitudinal Study of Families and Childhood (Panel de Families i Infancia), a representative sample of children in Catalonia first interviewed at ages 13-16 in 2006 (N = 2,710). Results suggest consistent disadvantage in achievement…

The present study used Canadian National Longitudinal data to examine a model of the mechanisms through which the effects of neighborhood socioeconomic conditions impact young children's verbal and behavioral outcomes (N = 3,528; M age = 5.05 years, SD= 0.86). Integrating elements of social disorganization theory and family stress models, and…

Used hierarchical linear modeling to explore the effects of the social context of Chapter 1 prekindergarten classrooms on 4-year-olds' learning. Found that children made smaller gains on the Preschool Inventory over the preschool year in classrooms with higher concentrations of minorities, children with special needs, recent immigrants, and…

The Stanford-Binet intelligence test was administered by 104 third- and sixth-grade, disadvantaged black children in Negro non-standard dialect and in standard English. Younger children performed better than older children. No significant differences were found between dialect and standard-English test administrations. (ST)

Differences in language proficiency between social classes and races were studied to determine the effect of familiarity of the testing situation. Results showed no natural setting language differences. (ST)

Two studies with 9- to 12-year-old children supported the hypothesis that lay theories about the malleability of human traits impact judgments of and behavior toward groups in need of volunteer help. The more children endorsed an incremental view (attributes can change), the more they reported liking, desiring social contact with, and perceiving…