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Julia Mendez

Dr. Mendez has research and teaching interests related to the impact of poverty on the development of young children, parent involvement in children’s education, risk and resilience, and clinical interventions for ethnic minority children and families. In 2001, she received a five-year federal grant to develop and test a preventive intervention designed to promote home-school connection and parent-child interactive learning for children attending Head Start programs. Her current research, also funded by the Department of Health and Human Services, is a three-year project examining parent involvement and barriers to school readiness for children from English Language Learner families.

There are 13 included publications by Julia Mendez :

TitleDateViewsBrief Description
African American father involvement and preschool children’s school readiness 2005 914 A developmental ecological model was used to identify child attributes, father characteristics, and familial factors associated with multidimensional father involvement with preschool children enrolled in Head Start. The relations between father invo...
Assessing the play beliefs of African American mothers with preschool children 2006 493 A rating scale measuring parent beliefs about play was developed and validated with a sample of 224 African American mothers of children attending Head Start. Principal components analyses of the Parent Play Beliefs Scale (PPBS) revealed two factors,...
Batswana adolescents’ interpretation of American music videos: So that’s what that means! 2001 474 Understanding the impact of mass media communication from developing countries on Black populations continues to be an important research topic. This study assessed the impact of television, specifically, music video programming from the United State...
Contextually –relevant validation of peer play constructs with African American Head Start children: Penn Interactive Peer Play Scale 1998 607 The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were...
Evidence-based solutions for overcoming access barriers, decreasing attrition, and promoting change with underserved families 2004 378 Various definitions exist for what constitutes family therapy (e.g., Haley, 1976; Minuchin, 1974; Webster-Stratton, Kolpacoff, & Hollinsworth, 1988). In this article, we consider family therapy to encompass any intervention that targets family intera...
Head Start University-Community Partnerships and Mentorship of Graduate Students in Early Childhood Research 2006 254 University-community partnerships are becoming increasingly salient to the development of early childhood education experiences that promote school readiness for young children (Barnett & Frede, 2001). Given the unique skills required for such collab...
Parent characteristics, economic stress, and neighborhood context as predictors of parent involvement in preschool children’s education 2007 1304 This study examines factors related to three dimensions of parent involvement in preschool: school-based involvement, home-based involvement, and the parent–teacher relationship. Participants were 154 predominantly African American parents recruited ...
Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale 1998 560 The purpose of this investigation was to evaluate the construct validity of the parent version of the Penn Interactive Peer Play Scale (PIPPS) and to compare it with the teacher version. PIPPS were collected on 297 urban Head Start children. The Pare...
Parental reports of preschool children’s social behavior: Relations among peer play, language competence and problem behavior 2002 1158 This investigation examined relations between preschool children's play behavior, language competence, and problem behavior. Parents and teachers provided information on 113 preschool children enrolled in a Head Start program. A subset of these child...
Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct 2000 2386 Promoting young children's readiness to learn is a national priority. This mandate is clearly stated within the first of our National Education Goals, which reads that all American children will start school ready to learn by the year 2000 (U.S. Depa...
Profiles of social competence among low income African American preschool children 2002 1144 Relations between children’s personal attributes and peer play competence were investigated in a sample of 141 African American preschool children who participated in Head Start. Variable-oriented analyses confirmed that dispositions of temperament, ...
Resilient partners: The development of a university community collaboration to promote wellness for Head Start children and families 2005 326 This paper describes a theoretically driven approach uniquely suited for the development of research partnerships between university teams and local communities serving children enrolled in Head Start programs. A literature review on dimensions of su...
A validation study of the Penn Interactive Peer Play Scale with urban Hispanic and African American preschool children 2002 583 Promoting young children’s readiness to learn is a national priority. With the arrival of the new millennium, it is appropriate to reassess our National Education Goal that all American children will start school ready to learn by the year 2000 (U.S....