ABSTRACT

Research Findings: A constellation of social positions of difference can contribute to substantial variation among children from culturally and linguistically diverse (CLD) backgrounds. Using data from the Head Start Family and Child Experiences Survey 2009 cohort, the present study identified intersectional typologies of cultural minority backgrounds and examined their associations with school readiness among CLD children in Head Start. Latent class analysis was used to identify intersectional CLD typologies that were inferred from five cultural minority indicators, including child’s racial minority status, maternal and paternal nativity status, non-English speaking primary parent, and non-English speaking families. Four latent typologies were identified: a) CLD-Race, b) CLD-Race/immigrant, c) CLD-Race/multilingualism, and d) CLD-Race/immigrant/non-English dominant. Multilevel models revealed differences in school readiness at the start and end of Head Start by typology. Practice or Policy: Our findings shed light on the importance of looking at the intersections of cultural minority characteristics to understand different strengths and needs across CLD children. Incorporating intersectionality theory into early education research and federally-funded early intervention programs may be useful to more precisely identify the diverse needs of CLD subgroups and assist early educators in tailoring and differentiating instruction accordingly.

摘要

研究结果： 一系列不同的社会立场可能导致来自文化和语言多样化 (CLD) 背景的儿童之间的巨大差异。本研究使用2009 年启蒙家庭和儿童体验调查队列的数据，确定了文化少数背景的交叉类型，并检查了他们与启蒙阶段 CLD 儿童入学准备情况的关联。潜在类别分析用于识别从五个文化少数群体指标推断出的交叉 CLD 类型，包括儿童的种族少数群体状态、母亲和父亲的出生状态、非英语主要父母和非英语家庭。确定了四种潜在类型：a) CLD-Race, b) CLD-Race/移民，c) CLD-Race/多语言，以及 d) CLD-Race/移民/非英语为主。多层次模型通过类型学揭示了在 Head Start 开始和结束时的入学准备情况的差异。实践或政策：我们的研究结果阐明了关注文化少数群体特征的交叉点以了解 CLD 儿童的不同优势和需求的重要性。将交叉性理论纳入早期教育研究和联邦政府资助的早期干预计划可能有助于更准确地识别 CLD 亚组的不同需求，并帮助早期教育者相应地定制和区分教学。