Persistence in the Face of Academic Challenge for Economically Disadvantaged Children

Bibliographic Data

ID12724874
AuthorsEleanor D Brown (0000-0002-4914-9637, West Chester University of Pennsylvania, USA,, corresponding author)
Year2009
Volume7
Issue2
Pages173-184
Publication date2009-05-20
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Early Childhood Research (JOURNAL)
Journal identifiersISSN: 1476-718X • E-ISSN: 1741-2927
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476718x09102650
OpenAlexW2162362096
LanguageEN
Citations received12
References cited36

This study examined persistence in the face of academic challenge for economically disadvantaged children. Participants included 103 children attending Head Start preschools, as well as their caregivers and teachers. Child tasks measured persistence in the face of academic challenge as well as emergent implicit theories of intelligence. Caregiver interviews provided information about poverty risks. Teacher interviews measured child attention problems. A cumulative index of poverty risks, as well as teacher-reported child attention problems and child emergent implicit theories of intelligence predicted persistence in the face of challenge. Implications concern conceptualizing persistence in the face of academic challenge, understanding diversity in educational outcomes for economically disadvantaged children and closing the achievement gap

Academic achievement · Developmental psychology · Disadvantaged · Diversity (politics · Economic growth · Face (sociological concept · Head start · Persistence (discontinuity · Poverty · Social science · Sociology · Cognitive Abilities and Testing · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology

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