자료유형  

 학위논문

Control Number  

0017164826

International Standard Book Number  

9798346379300

Dewey Decimal Classification Number  

363.8

Main Entry-Personal Name  

Steyer, Lily Marie.

Publication, Distribution, etc. (Imprint  

[S.l.] : Stanford University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

156 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-05, Section: B.

General Note  

Advisor: Obradović, Jelena;Pearman, Francis.

Dissertation Note  

Thesis (Ph.D.)--Stanford University, 2024.

Summary, Etc.  

요약One of the most persistent and pernicious injustices in American education is the inequity in academic outcomes for children of different racial/ethnic identities, historically referred to as the racial/ethnic "achievement gap" (e.g., Ladson-Billings, 2006). We now understand educational disparities as opportunity gaps, resulting from structural racism and deeply entrenched patterns of discrimination that foster physical, social, and economic conditions that disproportionately jeopardize the healthy development and learning of children of marginalized races and ethnicities (e.g., Carter & Welner, 2013; Milner, 2012; Shonkoff et al., 2021). Racial/ethnic disparities in children's educational outcomes are present when children enter kindergarten, and they persist as children progress through school (e.g., Fryer & Levitt, 2005; Kuhfeld et al., 2021; Lee & Burkham, 2002). A wealth of scholarship has traced how these gaps emerge over time, locating their origins in early childhood (e.g., Center on the Developing Child at Harvard University, 2016).A period of rapid brain development, early childhood represents a foundational juncture that sets stage for all future development (e.g., Center on the Developing Child at Harvard University, 2016). Despite its immense developmental importance, a wealth of scholarship attests to America's chronic and inequitable underinvestment in our youngest citizens (Benforado, 2023). In particular, institutional and interpersonal racism limits access to resources for optimal health and learning for young children of marginalized racial/ethnic identities (e.g., Reardon et al., 2019; Sanders-Phillips et al., 2009), and especially for Black children (e.g., Dumas, 2016; Shonkoff et al., 2021). The consequences are evident in alarming racial/ethnic disparities in young children's health (Braveman & Barclay, 2009; Peterson et al., 2018) and early educational experiences, including kindergarten readiness (e.g., Reardon & Portilla, 2016), absenteeism (e.g., Gee, 2018), early elementary achievement (e.g., Kuhfeld et al., 2021), and exposure to developmentally inappropriate punitive school discipline (e.g., Fabes et al., 2020; Giordano et al., 2021).This three-paper dissertation examines out-of-school and within-school factors that contribute to racial/ethnic disparities in early learning opportunities and outcomes in the San Francisco Unified School District (SFUSD). Specifically, I examine the contributions of early childhood health disparities to disparities in kindergarten readiness, absenteeism, and achievement, as well as the role of informal exclusionary school discipline practices in reproducing race-related marginalization in early childhood educational environments. To do so, I leverage novel data and measurement approaches to young students' health- and discipline-related experiences.The first novel approach involves teachers' reports of young students' everyday health concerns. To date, most scholarship linking young students' health and educational outcomes has come from siloed studies of distinct health problems based on reports from caregivers or medical professionals focusing on vulnerable pediatric populations (Currie, 2005; Peterson et al., 2018). Such studies provide limited insights into the everyday experiences of young students. Caregivers and medical professionals do not regularly observe children's health-related experiences in the classroom, which may differ from those in their home environments (Ursache et al., 2021). Moreover, it is impractical and cost-prohibitive to employ caregivers' or medical professionals' reports to routinely assess the prevalence and learning-related consequences of common health indicators across entire school districts.Universal screening of common health concerns by kindergarten teachers offers a unique opportunity to understand the implications of such health concerns as observed within classroom contexts for larger, more representative samples of racially/ethnically diverse students (Ursache et al., 2021). My first two papers leverage novel populationlevel teacher-reported health data to examine young students' health as an understudied contributor to early educational disparities in kindergarten readiness skills, absenteeism, and achievement (Currie, 2005; Peterson et al., 2018).

Subject Added Entry-Topical Term  

Hunger.

Subject Added Entry-Topical Term  

Health disparities.

Subject Added Entry-Topical Term  

Socioeconomic factors.

Subject Added Entry-Topical Term  

Racial discrimination.

Subject Added Entry-Topical Term  

Medical screening.

Subject Added Entry-Topical Term  

Early childhood education.

Subject Added Entry-Topical Term  

Households.

Subject Added Entry-Topical Term  

Nutrition.

Subject Added Entry-Topical Term  

Health sciences.

Subject Added Entry-Topical Term  

Social psychology.

Subject Added Entry-Topical Term  

Sociology.

Added Entry-Corporate Name  

Stanford University.

Host Item Entry  

Dissertations Abstracts International. 86-05B.

Electronic Location and Access  

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Control Number  

joongbu:654297