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This paper examines the relationships among the quality and quantity of parent-child shared book reading (SBR) engagements and children's reading and mathematics outcomes in preschool. Additionally, we explore how child and family characteristics predict the quality and quantity of SBR. Quantity was measured using parental reports of the frequency of SBR. Quality was measured by observational protocols evaluating for questioning, vocabulary, and discussion depth. A structural equation model was estimated using data from a nationally representative sample of 700 children living in the United States from the Early Childhood Longitudinal Study-Birth cohort. Results indicated that the quality of book reading was associated with children's mathematics outcomes, and the quantity was associated with reading outcomes controlling for contextual variables. Socioeconomic status, race or ethnicity, and children's age predicted the quality and quantity of book reading experiences. These findings indicate that frequent exposure to high-quality book reading may positively impact children's mathematics and reading development, but that variation in SBR exists. SBR is a common practice among many parents; helping parents understand the multiple benefits of the practice may further increase the frequency and quality of the engagement. Implications for research and practice are addressed. Highlights This paper describes the relationship between parental book reading practices, mathematics, and reading outcomes., Structural equation models reveal relationships between the quantity of book reading and children's reading outcomes, as well as the quality of book reading and children's mathematics outcomes., High-quality book reading may positively impact academic achievement in multiple domains, but results may vary based on contextual factors. [ABSTRACT FROM AUTHOR]

The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)‐informed undergraduate research experience. Twenty students (12 female, 8 male; Mage = 22.00; SD = 2.77) enrolled in biomedical‐related majors at a 4‐year university responded to open‐ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) consistent or fast achievement, (2) gradual achievement, (3) achievement adjustment, and (4) never reach achievement. The majority of students demonstrated a trajectory in which they reached science identity achievement (the feeling that they are "a scientist"). Our results provide evidence of the positive, longitudinal impact that a CRT‐informed curriculum has on the science identity development of Latinx students. Implications surrounding future research and strategies to facilitate long‐term Latinx student participation in the biomedical sciences are discussed. [ABSTRACT FROM AUTHOR]