THE FIRST DAY OF KINDERGARTEN: EXAMINING SCHOOL READINESS ADVANTAGES AND DISADVANTAGES ACROSS MULTIPLE DEVELOPMENTAL CONTEXTS BY

ii Young children are increasingly expected to perform at predetermined levels in various developmental domains when they enter kindergarten. Yet, researchers find that a significant percentage of children are “not ready to learn ” on the first day of kindergarten. Reflecting disparities in social class, race, and gender, low-income and African American children’s readiness for school falls below the general population. Moreover, low-income, African American boys are particularly disadvantaged. “School readiness gaps ” have been attributed to family life and parenting, home-school connectedness, community resources, and social inequality. Studies have shed light on school readiness as an important social issue and national concern. However, specific examinations of micro- level processes affecting African American children’s school readiness and transitions into kindergarten are limited. Further, the majority of the existing studies focus on low-income, African American children’s school readiness, without a similar discussion of middle- income, African American children’s experiences