Abstract
Relationships between parenting and children's school readiness were examined within socioeconomically comparable samples of African American and Euro-American kindergarten children, mothers, and teachers. The moderating role of family income and ethnicity for the relationships between parenting behaviors, parental expectations, and school involvement and children's early school performance were also examined. Although there were many similarities across ethnic groups in the relationships between parenting and school performance, family income moderated the relationship between parenting behaviors and prereading scores: Parenting had a much stronger relationship with prereading performance for lower income families than for higher income families. Ethnicity moderated the relationships between parental school involvement and children's premath performance. Implications of these findings for prevention and intervention programs are discussed.
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