James-Brabham, Ella, Loveridge, Toni, Sella, Francesco et al. (3 more authors) (2023) How do Socioeconomic Attainment Gaps in Early Mathematical Ability Arise? Child Development. pp. 1550-1565. ISSN 0009-3920
Abstract
Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018–2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female; 84% White, 10% Asian, 1% black African, 1% Kurdish, 4% mixed ethnicity). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and mathematical ability, but neither working memory nor home activities did. We discuss the implications this has for future research to understand, and work towards narrowing attainment gaps.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2023 The Authors. |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 23 May 2023 12:20 |
Last Modified: | 13 Mar 2025 05:29 |
Published Version: | https://doi.org/10.1111/cdev.13947 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1111/cdev.13947 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:199506 |
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Description: Child Development - 2023 - James‐Brabham - How do socioeconomic attainment gaps in early mathematical ability arise
Licence: CC-BY 2.5