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Conceptualizing Family Risk in a Racially/Ethnically Diverse, Low-Income Kindergarten Population

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Abstract

Children who exhibit early behavioral and academic difficulties are at increased risk of later negative outcomes (U.S. Department of Human and Health Services 2009). Within the school setting, conceptualization of family risk, culture, and demographic factors is needed to effectively identify at-risk families to improve child educational outcomes. This study investigates family risk factors within profiles of low-income kindergarten students and associated longitudinal academic and behavioral outcomes. Latent profile analysis was conducted separately for African-American, Caucasian, and Latino samples, using five observed family risk factors. Once profiles were established, analysis was conducted to determine significant differences in relation to third-grade outcomes. Family profiles varied based on race/ethnicity, with some risk factors being more prominent in differentiating among profiles. Some profiles were also significantly different in relation to reading, externalizing behavior, and internalizing behavioral outcomes. Implications of these findings in conceptualizing risk factors, as well as screening and intervention practices, are discussed.

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  1. School of Arts and Sciences, University of Houston-Victoria, Victoria, TX, 77901, USA

    Elise Hendricker

  2. University of Missouri-Columbia, Columbia, MO, USA

    Wendy M. Reinke

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  1. Elise Hendricker
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Correspondence to Elise Hendricker.

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Elise Hendricker, School of Arts and Sciences, University of Houston-Victoria; Wendy M. Reinke, Department of Educational, Counseling and School Psychology, University of Missouri-Columbia

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Hendricker, E., Reinke, W.M. Conceptualizing Family Risk in a Racially/Ethnically Diverse, Low-Income Kindergarten Population. Contemp School Psychol 21, 125–139 (2017). https://doi.org/10.1007/s40688-017-0128-z

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