Family Socioeconomic Status, Immigration, and Children's Transitions Into School.

Abstract

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.