Nicole Gardner‐neblett
Biographic Data
| ID | 4420504 |
|---|---|
| NAME | Nicole Gardner‐neblett |
| GIVEN NAMES | Nicole |
| FAMILY NAME | Gardner‐neblett |
| SIGNATURE | NEBLETT N G |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0003-2030-1305 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
When Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling
Becoming fictional storytellers: African American children's oral narrative development in early elementary school
Oral storytelling skills are a complex oral discourse competency with implications for children's academic and social well-being, yet few studies have investigated the development of these skills among typically developing African American children. The current study used longitudinal data, collected between 2012 and 2013, from 130 African American children (59–95 months old; 66 girls) to explore the development of fictional oral narrative skills…
When kids be talkin’ Black: White educators’ beliefs about the effects of African American English on young children's achievement
Having a graduate degree was associated with more favorable beliefs about AAE. • Higher levels of cultural/diversity training predicted more positive views of AAE. • Thirty or more years of teaching experience predicted more negative AAE beliefs. • Perceived competence to support child AAE speakers was a key aspect of AAE beliefs. • Linguistic equity initiatives should include Black children who speak AAE. The purpose of this study was to investi…
Dismantling the Black–White Achievement Gap Paradigm: Why and How We Need to Focus Instead on Systemic Change
More than half a century of educational efforts have focused on eliminating the Black–White achievement gap. Yet, racial disparities persist. In this article, we describe the issues with educational discourse focused on the achievement gap and the ways structural racism drives the educational experiences and outcomes of Black students. We include a discussion of Black children’s developmental competencies and the ways educators may use culturally…
Effects of Racism on Child Development: Advancing Antiracist Developmental Science
Racism, a multidimensional system of oppression and exclusion, is part of the foundation of the United States and is detrimental to the health and well-being of Black communities and other racially and ethnically minoritized (REM) communities. There is an emerging body of literature that draws attention to the impact of racism and different racialized experiences on the lives of REM children. Based on the Racism + Resilience + Resistance Integrat…
Do Katie and Connor tell better stories than Aaliyah and Jamaal? Teachers’ perceptions of children's oral narratives as a function of race and narrative quality
From zero to thrive: A model of cross‐system and cross‐sector relational health to promote early childhood development across the child‐serving ecosystem
Early relational health between caregivers and children is foundational for child health and well‐being. Children and caregivers are also embedded within multiple systems and sectors, or a “child‐serving ecosystem”, that shapes child development. Although the COVID‐19 pandemic has made this embeddedness abundantly clear, systems remain siloed and lack coordination. Fostering relational health amongst layers of this ecosystem may be a way to syste…
Attending to the Adversity of Racism Against Young Black Children
The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, and cultural—negatively impacts the health, learning, and well-being of blac…
“At First I Wouldn’t Talk so Much…”: Coaching and Associated Changes in Language-Supportive Self-Efficacy among Infant/Toddler Educators
Developing strong language and communication skills in the first years of life provides young children with a foundation for a number of positive outcomes, including school readiness, early literacy skills, and self-regulation. High quality language supports in early childhood education programs are key to this development. Part of providing these high-quality language supports involves educators perceiving themselves as efficacious in their capa…
Sociodemographic risk, parenting, and executive functions in early childhood: The role of ethnicity
Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES
Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy out…
Preschool to kindergarten transition patterns for African American boys
Patterns of Single Mothers' Work and Welfare Use: What Matters for Children's Well-Being
Few studies have captured the variation in single mothers' work and welfare experiences and the implications for children. Using data from the Panel Study of Income Dynamics and the Child Development Study, this study examines patterns of wages, work hours, and time spent on welfare in relation to children's well-being ( N = 820). Six patterns emerged and were related to differences in children's outcomes, with lower well-being among children who…
Work, Family, and Community: Exploring Interconnections - by Patricia Voydanoff
Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES
Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy out…
From zero to thrive: A model of cross‐system and cross‐sector relational health to promote early childhood development across the child‐serving ecosystem
Early relational health between caregivers and children is foundational for child health and well‐being. Children and caregivers are also embedded within multiple systems and sectors, or a “child‐serving ecosystem”, that shapes child development. Although the COVID‐19 pandemic has made this embeddedness abundantly clear, systems remain siloed and lack coordination. Fostering relational health amongst layers of this ecosystem may be a way to syste…
Sociodemographic risk, parenting, and executive functions in early childhood: The role of ethnicity
Patterns of Single Mothers' Work and Welfare Use: What Matters for Children's Well-Being
Few studies have captured the variation in single mothers' work and welfare experiences and the implications for children. Using data from the Panel Study of Income Dynamics and the Child Development Study, this study examines patterns of wages, work hours, and time spent on welfare in relation to children's well-being ( N = 820). Six patterns emerged and were related to differences in children's outcomes, with lower well-being among children who…
Preschool to kindergarten transition patterns for African American boys
When kids be talkin’ Black: White educators’ beliefs about the effects of African American English on young children's achievement
Having a graduate degree was associated with more favorable beliefs about AAE. • Higher levels of cultural/diversity training predicted more positive views of AAE. • Thirty or more years of teaching experience predicted more negative AAE beliefs. • Perceived competence to support child AAE speakers was a key aspect of AAE beliefs. • Linguistic equity initiatives should include Black children who speak AAE. The purpose of this study was to investi…
Do Katie and Connor tell better stories than Aaliyah and Jamaal? Teachers’ perceptions of children's oral narratives as a function of race and narrative quality
Work, Family, and Community: Exploring Interconnections - by Patricia Voydanoff
Patterns of Single Mothers' Work and Welfare Use: What Matters for Children's Well-Being
Few studies have captured the variation in single mothers' work and welfare experiences and the implications for children. Using data from the Panel Study of Income Dynamics and the Child Development Study, this study examines patterns of wages, work hours, and time spent on welfare in relation to children's well-being ( N = 820). Six patterns emerged and were related to differences in children's outcomes, with lower well-being among children who…
Work, Family, and Community: Exploring Interconnections - by Patricia Voydanoff
Preschool to kindergarten transition patterns for African American boys
Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES
Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy out…
Sociodemographic risk, parenting, and executive functions in early childhood: The role of ethnicity
Attending to the Adversity of Racism Against Young Black Children
The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, and cultural—negatively impacts the health, learning, and well-being of blac…
“At First I Wouldn’t Talk so Much…”: Coaching and Associated Changes in Language-Supportive Self-Efficacy among Infant/Toddler Educators
Developing strong language and communication skills in the first years of life provides young children with a foundation for a number of positive outcomes, including school readiness, early literacy skills, and self-regulation. High quality language supports in early childhood education programs are key to this development. Part of providing these high-quality language supports involves educators perceiving themselves as efficacious in their capa…
Effects of Racism on Child Development: Advancing Antiracist Developmental Science
Racism, a multidimensional system of oppression and exclusion, is part of the foundation of the United States and is detrimental to the health and well-being of Black communities and other racially and ethnically minoritized (REM) communities. There is an emerging body of literature that draws attention to the impact of racism and different racialized experiences on the lives of REM children. Based on the Racism + Resilience + Resistance Integrat…
Do Katie and Connor tell better stories than Aaliyah and Jamaal? Teachers’ perceptions of children's oral narratives as a function of race and narrative quality
From zero to thrive: A model of cross‐system and cross‐sector relational health to promote early childhood development across the child‐serving ecosystem
Early relational health between caregivers and children is foundational for child health and well‐being. Children and caregivers are also embedded within multiple systems and sectors, or a “child‐serving ecosystem”, that shapes child development. Although the COVID‐19 pandemic has made this embeddedness abundantly clear, systems remain siloed and lack coordination. Fostering relational health amongst layers of this ecosystem may be a way to syste…
Dismantling the Black–White Achievement Gap Paradigm: Why and How We Need to Focus Instead on Systemic Change
More than half a century of educational efforts have focused on eliminating the Black–White achievement gap. Yet, racial disparities persist. In this article, we describe the issues with educational discourse focused on the achievement gap and the ways structural racism drives the educational experiences and outcomes of Black students. We include a discussion of Black children’s developmental competencies and the ways educators may use culturally…
Becoming fictional storytellers: African American children's oral narrative development in early elementary school
Oral storytelling skills are a complex oral discourse competency with implications for children's academic and social well-being, yet few studies have investigated the development of these skills among typically developing African American children. The current study used longitudinal data, collected between 2012 and 2013, from 130 African American children (59–95 months old; 66 girls) to explore the development of fictional oral narrative skills…
When kids be talkin’ Black: White educators’ beliefs about the effects of African American English on young children's achievement
Having a graduate degree was associated with more favorable beliefs about AAE. • Higher levels of cultural/diversity training predicted more positive views of AAE. • Thirty or more years of teaching experience predicted more negative AAE beliefs. • Perceived competence to support child AAE speakers was a key aspect of AAE beliefs. • Linguistic equity initiatives should include Black children who speak AAE. The purpose of this study was to investi…
When Ebony and Malik share stories in school: White teachers’ perceptions of children's use of African American English during oral storytelling
Psychology (14 works) · Developmental psychology (11 works) · Early Childhood Education and Development (9 works) · Sociology (8 works) · Medicine (6 works) · Early childhood (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Gender Studies (4 works) · Multilingual Education and Policy (4 works) · Narrative (4 works)