This study investigated the role of home learning environments and family socioeconomic status in children’s learning in Tanzania. A total of 303 participants from the naturalized refugees, rural, and urban majority groups were recruited. Data were collected using parents’ questionnaires, interviews, Bracken’s Basic Concept Scale–Receptive, Early Grades Reading Assessment, and Early Grades Mathematics Assessment. The results indicate that although naturalized refugees’ home learning environments were comparable to those of the rural majority, and had lower socioeconomic status than the urban majority, their learning attainments were as good as those of the more-advantaged urban majority. Parental beliefs and expectations were the possible reasons for their demonstrating better learning attainments. These findings broaden our understandings of various protective and supportive factors which have implications on children’s development and learning across contexts.

中文翻译：

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家庭学习环境和社会经济地位在坦桑尼亚儿童学习中的作用：归化难民，农村多数和城市多数人口群体的比较研究

这项研究调查了家庭学习环境和家庭社会经济地位在坦桑尼亚儿童学习中的作用。招募了来自入籍难民，农村和城市多数群体的303名参与者。使用父母的问卷调查，访谈，Bracken的基本概念量表（接受能力），早期阅读评估和早期数学评估来收集数据。结果表明，尽管入籍难民的家庭学习环境与农村多数人相当，并且社会经济地位低于城市多数人，但他们的学习成绩与较优越的城市多数人一样。父母的信念和期望是他们表现出更好的学习成绩的可能原因。