A constellation of social positions of difference can contribute to substantial variation among children from culturally and linguistically diverse (CLD) backgrounds. Using data from the Head Start Family and Child Experiences Survey 2009 cohort, the present study identified intersectional typologies of cultural minority backgrounds and examined their associations with school readiness among CLD children in Head Start. Latent class analysis was used to identify intersectional CLD typologies that were inferred from five cultural minority indicators, including child’s racial minority status, maternal and paternal nativity status, non-English speaking primary parent, and non-English speaking families. Four latent typologies were identified: a) CLD-Race, b) CLD-Race/immigrant, c) CLD-Race/multilingualism, and d) CLD-Race/immigrant/non-English dominant. Multilevel models revealed differences in school readiness at the start and end of Head Start by typology. (author abstract)
Intersectional typologies of children with cultural minority backgrounds: Relation to school readiness in Head Start
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