Crosnoe Robert, Ansari Arya
University of Texas at Austin.
Fam Relat. 2016 Feb;65(1):73-84. doi: 10.1111/fare.12171. Epub 2016 Mar 22.
Family scholars have contributed a great deal to the growing literature documenting how children's transitions into elementary school serve as a critical period in their educational careers and, more broadly, in socioeconomic and demographic disparities in long-term educational attainment. The purpose of this review is to describe how this school transition works, why it has short- and long-term ramifications for educational inequality, and how it may be amenable to policy intervention and, then, to elucidate how research that looks inside children-including neuroscience-may deepen and build on what is already known in meaningful ways. Throughout, the discussion focuses on children from low-income families and children from Latin American immigrant families, two groups of children who are central to child- and family-focused efforts to understand and remedy educational inequality.
家庭学者为日益增多的文献做出了巨大贡献，这些文献记录了儿童进入小学的过渡阶段如何成为他们教育生涯中的关键时期，更广泛地说，是如何成为长期教育成就方面社会经济和人口差异的关键时期。本综述的目的是描述这种学校过渡是如何发生作用的，为什么它对教育不平等有短期和长期影响，以及它如何可能适合政策干预，然后阐明关注儿童内部的研究——包括神经科学——如何能够以有意义的方式深化并基于已有知识进行拓展。在整个讨论过程中，重点关注来自低收入家庭的儿童和来自拉丁裔移民家庭的儿童，这两类儿童是旨在理解和补救教育不平等的以儿童与家庭为重点的努力中的核心群体。
