Arya Ansari

PRC Graduate Student TraineeM.A., The University of Texas at Austin

PRC Graduate Student Trainee; Ph.D. Candidate
Arya Ansari



Arya Ansari holds a Master’s in Human Development and Family Sciences and is currently pursuing his doctoral degree at The University of Texas at Austin. His research agenda tries to understand the processes by which social and economic inequalities impact children’s short- and long-term academic, social, and behavioral outcomes and to examine how early childhood education can intervene in these processes and minimize the gap between low-income children and their more affluent peers. Arya previously worked on projects examining urban city children’s experiences in different types of early childhood programs (i.e. center-based care, family childcare, public school pre-K) and has spent his graduate career, thus far, focusing on the home and school contexts as determinants of low-income children’s early school success. His goal is to further the understanding of the early years of development so that children from disadvantaged backgrounds can enter kindergarten ready to learn.



Ansari, A., Pettit, K. M. & Gershoff, E. T. (in press). Combating obesity in Head Start: Outdoor play and change in children’s body mass index. Journal of Developmental & Behavioral Pediatrics.

Ansari, A., & Gershoff, E. T. (in press). Parent involvement in Head Start and children’s development: Indirect effects through parenting. Journal of Marriage and Family.

Crosnoe, R., & Ansari, A. (in press). Family socioeconomic status, immigration, and children’s transitions into school. Family Relations.

Crosnoe, R., Ansari, A., Purtell, K. M., & Wu, N. (in press). Latin American immigration, maternal education, and approaches to managing children’s schooling in the U.S. Journal of Marriage and Family.

Ansari, A., & Gershoff, E. T. (in press). Learning-related social skills as a mediator between teacher instruction and child achievement in Head Start. Social Development. Advance online publication. doi: 10.1111/sode.12124

Crosnoe, R., & Ansari, A. (in press). Latin American immigrant parents and their young children’s teachers in the U.S. early childhood education programs. International Journal of Psychology. Advance online publication. doi: 10.1002/ijop.12173

Ansari, A., & Crosnoe, R. (2015). Immigration and the interplay of parenting, preschool enrollment, and children’s academic skills. Journal of Family Psychology, 29, 382-393. doi: 10.1037/fam0000087

Ansari, A., & Crosnoe, R. (2015) Children’s elicitation of changes in parenting during the early childhood years. Early Childhood Research Quarterly, 32, 139-149. doi:10.1016/j.ecresq.2015.03.005

Ansari, A., & Winsler, A. (2014). Montessori public school pre-K programs and the school readiness of low-income Black and Latino children. Journal of Educational Psychology, 106, 1066-1079.  

Ansari, A., & Winsler, A. (2013). Stability and sequence of center-based and family childcare: Links with low-income children’s school readiness. Children and Youth Services Review, 35, 358-366.

Ansari, A., & Winsler, A. (2012). School readiness among low-income, Latino children attending family child care versus center-based care. Early Child Development and Care, 182, 1465-1485. 


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