Selected Publications for Claire Baker
Baker, C.E., Vernon-Feagans, L., & The Family Life Project Investigators
(revise/resubmit). Making pain visible: How hidden dimensions of poverty affect
parenting, mental health and child development in low-income families. Journal of
Marriage and Family
Baker, C.E. (in press). Mediated pathways from maternal mental health to
children’s executive function and externalizing behavior problems in kindergarten.
Journal of Family Psychology
Bratsch-Hines, M., Baker, C.E., & Vernon-Feagans, L. (2016). Ethnic minority
families in the rural United States: Family processes, childcare, and early schooling.
In Rural ethnic minority youth and families in the United States (pp. 143-164).
Springer International Publishing
Baker, C.E. (2016). Father-son relationships in ethnically diverse families: Links to
boys’ cognitive and social emotional development.
Journal of Child and Family Studies, 30, 22-32.
Baker, C.E. (2016). Father involvement and child development in ethnic minority
families: Implications for responsible fatherhood programs. In Iruka, I. & Currenton,
S. (Eds.), African American children in early childhood education: Making the case
for policy investments in families, schools, and communities.
Baker, C.E. (2016). When daddy comes to school: Father-school involvement and
children’s academic and social emotional skills.
Early Child Development and Care, 45, 122-131.
Baker, C.E. (2015). African American and Hispanic fathers’ work characteristics
and children’s cognitive development: Evidence from two-parent families from the
ECLS-B. Journal of Family Issues, 37, 233-245.
Baker, C.E., Vernon-Feagans, L., & The Family Life Project Key Investigators
(2015). Fathers’ language input during shared book activities: Links to children’s
kindergarten achievement. Journal of Applied Developmental Psychology, 36, 53-59.
Baker, C.E. (2015). Fathers’ and mothers’ language acculturation and parenting
practices: Links to Mexican American children’s academic readiness.
Journal of Early Childhood Research, 33, 243-248.
Baker, C.E. (2014). Mexican mothers’ English proficiency and children’s school
readiness: Mediation through home literacy involvement. Early Education and
Development, 25, 338-355.
Baker, C.E., & Rimm-Kaufman, S.E. (2014). How homes influence schools:
Early parenting predicts African American children’s classroom social emotional
functioning. Psychology in the Schools, 51, 722-735.
Baker, C.E. (2014). Does parent involvement and neighborhood quality matter for
African American boys’ kindergarten mathematics achievement?
Early Education and Development, 45, 119-125.
Baker, C.E. (2014). Parenting and cultural socialization as predictors of African
American children’s science and social studies achievement: Implications for
increasing minority participation in the STEM fields. Journal of African American
Studies, 18, 92-107.
Baker, C.E. (2014). African American fathers’ contributions to children’s early
academic achievement: Evidence from two-parent families from the Early Childhood
Longitudinal Study-Birth Cohort. Early Education and Development, 25, 19-35.
Baker, C.E. (2013). Fathers’ and mothers’ home literacy involvement and children’s
cognitive and social emotional development: Implications for family literacy
programs. Applied Developmental Science, 17, 184-197.
Baker, C.E. (2013). African American fathers’ depression and stress as predictors of
parenting behavior during early childhood: Evidence from two-parent families from
the Early Childhood Longitudinal Study-Birth Cohort. Journal of Black Psychology,
Baker, C.E., & Iruka, I. U. (2013). Maternal psychological functioning and the
transition to school: The mediating role of home environments for African American
children. Early Childhood Research Quarterly, 28, 509-519.