Developmental science has increasingly scrutinized how environmental hazards influence child outcomes, but few studies examine how contaminants affect disparities in early skill formation. Linking research on environmental inequality and early childhood development, this study assessed whether differences in exposure to neurotoxic lead explain…

Examined factors that influence children's competence in mathematics when they begin first grade. Results indicated that parent education, family economic resources, and parent expectations influenced children's competence. Race and family structure, when considered apart from other variables, were not significant influences. (PCB)

Examined how relational stressors and supports interface with aggression to influence early adjustment trajectories from Fall of kindergarten year to Spring of first grade. Found that with few exceptions, relational experiences predicted adjustment beyond children's aggressive risk status. Chronicity of aggressive risk status and relational…

Interviewed boys in grades two through eight about their occupational aspirations. Found that aspirations of inner-city boys mirrored race and class differences in adult job holdings; the gap between aspirations and expectations was greater for inner-city boys than other boys; and lower occupational aspirations of inner-city boys were related to…

Differences in racial socialization practices and their effects were examined in a sample of 241 African American 1st graders (average age 6.59 years) living in an urban area. Child outcomes included cognitive development, receptive language skills, and child problem behavior. The cultural environment of the home was associated with higher…