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Author: Guo, Guang
Resulting in 11 citations.
1. Guo, Guang
The Timing of the Influences of Cumulative Poverty on Children's Cognitive Ability and Achievement
Social Forces 77,1 (September 1998): 257-287.
Also: http://www.jstor.org/stable/3006017
Cohort(s): Children of the NLSY79, NLSY79
Publisher: University of North Carolina Press
Keyword(s): Alcohol Use; Armed Forces Qualifications Test (AFQT); Children, Home Environment; Children, Poverty; Cigarette Use (see Smoking); Cognitive Ability; Cognitive Development; Genetics; Memory for Digit Span (WISC) - also see Digit Span; Peabody Individual Achievement Test (PIAT- Math); Peabody Picture Vocabulary Test (PPVT); Poverty; Pre/post Natal Behavior; Pre/post Natal Health Care; Pregnancy and Pregnancy Outcomes

Permission to reprint the abstract has not been received from the publisher.

Is childhood such a critical period by the end of this period, cumulative poverty would have exerted maximum effect on children's cognitive outcomes? Or are cognitive outcomes more a function of the length of exposure to poverty regardless of the life stage in which the child is exposed to poverty? The NLSY, which measures each child's cognitive development repeatedly over time, was analyzed to answer these questions. We distinguish between ability and achievement. Ability is a more stable trait than achievement and tends to be determined by both environmental and genetic factors early in life. Achievement on the other hand is more acquired. This study shows that long-term poverty has substantial influences on both ability and achievement, but the time patterns of these influences are distinctly different. Childhood appears to be a much more crucial period for the development of cognitive ability than early adolescence. In contrast, poverty experienced in adolescence appears to be more influential to adolescent achievement than poverty experienced earlier in life.
Bibliography Citation
Guo, Guang. "The Timing of the Influences of Cumulative Poverty on Children's Cognitive Ability and Achievement." Social Forces 77,1 (September 1998): 257-287.
2. Guo, Guang
Brooks-Gunn, Jeanne
Harris, Kathleen Mullan
Persistent Economic Deprivation and Grade Retention among Urban Black Children
Working Paper, Chapel Hill NC, Carolina Population Center, January 1993
Cohort(s): Children of the NLSY79
Publisher: Carolina Population Center (CPC)
Keyword(s): Black Studies; Black Youth; Urbanization/Urban Living

Permission to reprint the abstract has not been received from the publisher.

Earlier version presented: American Sociological Association Meetings, Pittsburgh, May 1992.
Bibliography Citation
Guo, Guang, Jeanne Brooks-Gunn and Kathleen Mullan Harris. "Persistent Economic Deprivation and Grade Retention among Urban Black Children." Working Paper, Chapel Hill NC, Carolina Population Center, January 1993.
3. Guo, Guang
Daw, Jonathan
Genetic Source of Reading Disability and a Proposal to Use NLSY-Children to Study Genetic and Environmental Influences on Reading Disability
In: Disparities in School Readiness: How Families Contribute to Transitions into School. A. Booth and A. Crouter, eds., Mahwah, NJ: Lawrence Erlbaum Associates, 2008: 121-138
Cohort(s): Children of the NLSY79
Publisher: Lawrence Erlbaum Associates ==> Taylor & Francis
Keyword(s): Children, Academic Development; Children, School-Age; Cognitive Ability; Elementary School Students; Genetics; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); School Entry/Readiness; Siblings

Permission to reprint the abstract has been denied by the publisher.

Bibliography Citation
Guo, Guang and Jonathan Daw. "Genetic Source of Reading Disability and a Proposal to Use NLSY-Children to Study Genetic and Environmental Influences on Reading Disability" In: Disparities in School Readiness: How Families Contribute to Transitions into School. A. Booth and A. Crouter, eds., Mahwah, NJ: Lawrence Erlbaum Associates, 2008: 121-138
4. Guo, Guang
Harris, Kathleen Mullan
The Mechanisms Mediating the Effects of Poverty on Children's Intellectual Development
Demography 37,4 (November 2000): 431-447.
Also: http://www.springerlink.com/content/c08312674v02ng22/
Cohort(s): Children of the NLSY79, NLSY79
Publisher: Population Association of America
Keyword(s): Armed Forces Qualifications Test (AFQT); Birthweight; Child Care; Child Health; Home Observation for Measurement of Environment (HOME); Parenting Skills/Styles; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Poverty; Welfare

Permission to reprint the abstract has not been received from the publisher.

Although adverse consequences of poverty for children are documented widely, little is understood about the mechanisms through which the effects of poverty disadvantage young children. In this analysis we investigate multiple mechanisms through which poverty affects a child's intellectual development. Using data from the NLSY and structural equation models, we have constructed five latent factors (cognitive stimulation, parenting style, physical environment, child's ill health at birth, and ill health in childhood) and have allowed these factors, along with child care, to mediate the effects of poverty and other exogenous variables. We produce two main findings. First, the influence of family poverty on children's intellectual development is mediated completely by the intervening mechanisms measured by our latent factors. Second, our analysis points to cognitive stimulation in the home, and (to a lesser extent) to parenting style, physical environment of the home, and poor child health at birth, as mediating factors that are affected by lack of income and that influence children's intellectual development.
Bibliography Citation
Guo, Guang and Kathleen Mullan Harris. "The Mechanisms Mediating the Effects of Poverty on Children's Intellectual Development." Demography 37,4 (November 2000): 431-447.
5. Guo, Guang
Hipp, John
Longitudinal Analysis for Continuous Outcomes: Random Effects Models and Latent Trajectory Models
In: Handbook on Data Analysis. M. Hardy and A. Bryman, eds., London: Sage Publications, 2004
Cohort(s): Children of the NLSY79
Publisher: Sage Publications
Keyword(s): Children, Academic Development; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Reading)

Permission to reprint the abstract has not been received from the publisher.

This chapter describes and compares two approaches to modeling longitudinal data: the random effects growth curve model and the latent trajectory model. Our primary purpose is didactic, as we show how to construct these models through a detailed example with NLSY data. and include computer program syntax in the Appendix. We also show that while these two approaches begin from very different assumptions, in the case of continuous longitudinal data they provide identical parameter estimates and very similar standard errors. Employing an example with NLSY data, we show how these two approaches can model the within-case error structure in various fashions. We also illustrate how each of these approaches can handle predictors that are either time-invariant, or predictors that change over time, and that handling missing data on the dependent variable is straightforward. The similar results from each approach suggest that the researcher can obtain reliable parameter estimates from the method which he or she is most familiar with. However, we conclude by pointing out that the latent trajectory model has an additional advantage of allowing the researcher to assess the overall fit of the model, something that isn't currently feasible using a random effects growth curve strategy.
Bibliography Citation
Guo, Guang and John Hipp. "Longitudinal Analysis for Continuous Outcomes: Random Effects Models and Latent Trajectory Models" In: Handbook on Data Analysis. M. Hardy and A. Bryman, eds., London: Sage Publications, 2004
6. Guo, Guang
Vanwey, Leah K.
Sibship Size and Intellectual Development: Is the Relationship Causal?
American Sociological Review 64,2 (April 1999): 169-187.
Also: http://www.jstor.org/stable/2657524
Cohort(s): Children of the NLSY79, NLSY79
Publisher: American Sociological Association
Keyword(s): Children, Academic Development; Family Characteristics; Family Environment; Family Size; Genetics; Intelligence; Siblings

Permission to reprint the abstract has not been received from the publisher.

Originally Presented: Chicago, IL, Population Association of America Meetings, April 2-4, 1998

Previous research has consistently found a negative statistical relationship between sibship size and children's intellectual development. Two explanations have been offered for this finding. The prevailing explanation is that the relationship is causal, suggesting that limiting family size would lead to more intelligent children. A second explanation maintains that the relationship is spurious--that one or more undetermined factors correlated with family size are causally related to intellectual development. Using data on children from the National Longitudinal Survey of Youth, we reexamine the issue using change models. These change models allow us to control for such unmeasured effects as family intellectual climate, family value system, and family genetic heritage. We begin by replicating in these data the negative statistical relationship between three cognitive measures and sibship size. We then apply the change models to siblings measured at two points in time and to repeated measures of the same individuals. By considering sibship size as an individual trait that changes over time, we control for effects that are shared across siblings and over time. When these shared effects are controlled, the negative relationship between sibship size and intellectual development disappears, casting doubt on the causal interpretation of the negative relationship conventionally found.

Bibliography Citation
Guo, Guang and Leah K. Vanwey. "Sibship Size and Intellectual Development: Is the Relationship Causal?" American Sociological Review 64,2 (April 1999): 169-187.
7. Guo, Guang
Vanwey, Leah K.
The Effects of Closely Spaced and Widely Spaced Sibship Size on Intellectual Development: Reply to Phillips and Downey et al.
American Sociological Review 64,2 (April 1999): 199-206.
Also: http://www.jstor.org/stable/2657527
Cohort(s): Children of the NLSY79, NLSY79
Publisher: American Sociological Association
Keyword(s): Peabody Individual Achievement Test (PIAT- Reading); Siblings

Permission to reprint the abstract has not been received from the publisher.

A response to Meredith Phillips's & Douglas B. Downey et al's (both 1999) analyses of the authors' contention that sibship size has little influence on children's intellectual development. Whereas Phillips' commentary is welcomed, it is asserted that Downey et al have failed to invalidate the authors' contention. Contrary to the latter's assertion, it is suggested that cross-sectional model analyses of both closely & widely spaced sibship size are potentially misleading. It is contended that the change model effectively controlled "unobserved permanent family characteristics." Downey et al's assertion that change & cross-sectional models are comparable is rejected because both models analyze different measures of sibship size & children's intellectual growth. Moreover, their contention that the authors presented a static representation of the family is repudiated.
Bibliography Citation
Guo, Guang and Leah K. Vanwey. "The Effects of Closely Spaced and Widely Spaced Sibship Size on Intellectual Development: Reply to Phillips and Downey et al." American Sociological Review 64,2 (April 1999): 199-206.
8. Harris, Kathleen Mullan
Guo, Guang
Marmer, Jeremy K.
Consequences of Maternal Employment and Welfare Receipt for Children in Poor Families
Presented: New Orleans, LA, Population Association of America, May 1996
Cohort(s): NLSY79
Publisher: Population Association of America
Keyword(s): Children, Well-Being; Employment; Income; Maternal Employment; Modeling; Modeling, Fixed Effects; Poverty; Siblings; Welfare

Permission to reprint the abstract has not been received from the publisher.

This paper examines the inter-relationships among mother's work, poverty, and child well-being using data from the National Longitudinal Survey of Youth (NLSY). We first trace the complex and dynamic patterns of work and welfare receipt among mothers over time since the child's birth and then examine the implications of mothers' different economic strategies for the well-being of children. One of the important contributions of our work involves the careful longitudinal modeling of the effects of work and welfare receipt and disentangling their effects from the effects of income We also examine potential selection bias of mothers' work and welfare choices by comparing OLS models with fixed effects models using child siblings as the unit of observation. Findings have important implications for welfare reform proposals calling for more stringent work obligations of welfare mothers without any understanding of the consequences for children.
Bibliography Citation
Harris, Kathleen Mullan, Guang Guo and Jeremy K. Marmer. "Consequences of Maternal Employment and Welfare Receipt for Children in Poor Families." Presented: New Orleans, LA, Population Association of America, May 1996.
9. Leahey, Erin
Guo, Guang
Gender Differences in Mathematical Trajectories
Social Forces 80,2 (December 2001): 713-732.
Also: http://www.jstor.org/stable/2675595
Cohort(s): Children of the NLSY79
Publisher: University of North Carolina Press
Keyword(s): Age at First Birth; Armed Forces Qualifications Test (AFQT); Children, Academic Development; Children, School-Age; Cognitive Ability; Elementary School Students; Gender Differences; High School Students; Home Observation for Measurement of Environment (HOME); Marital Status; Modeling, Fixed Effects; Peabody Individual Achievement Test (PIAT- Math)

Permission to reprint the abstract has not been received from the publisher.

In this article we test the hypothesis that male students outperform female students in mathematics. Using large national data sets and curvilinear growth models, we examine gender differences in mathematical trajectories from elementary school through high school. We analyze subsamples of high-scoring students and also different areas of math, such as reasoning and geometry. Despite relatively equal starting points in elementary school, and relatively equal slopes, we find that boys have a faster rate of acceleration. By the 12th grade, this results in a slight gender difference, which is most pronounced in geometry. Realizing this slight and delayed emergence of gender differences, we qualify the strong conclusions of earlier research, such as Benbow and Stanley's (1980, 1983), which found that large gender differences emerge by junior high school.
Bibliography Citation
Leahey, Erin and Guang Guo. "Gender Differences in Mathematical Trajectories." Social Forces 80,2 (December 2001): 713-732.
10. Leahey, Erin
Guo, Guang
Gender Differences in Mathematics: Evidence from the NLSY and the NELS
Presented: Chicago, IL, Annual Meeting of the American Sociological Association, August 1999
Cohort(s): Children of the NLSY79
Publisher: American Sociological Association
Keyword(s): Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Math)

Permission to reprint the abstract has not been received from the publisher.

Using data from the NLSY and NELS and curvilinear growth models, we examine gender differences in mathematical trajectories from elementary school through high school. We analyze subsamples of high-scoring students and also different areas of math, such as reasoning and geometry. Despite relatively equal starting points in elementary school, and relatively equal slopes, we find that boys have a faster rate of acceleration. By the 12th grade, this results in a slight gender difference, which is most pronounced in geometry.
Bibliography Citation
Leahey, Erin and Guang Guo. "Gender Differences in Mathematics: Evidence from the NLSY and the NELS." Presented: Chicago, IL, Annual Meeting of the American Sociological Association, August 1999.
11. Lee, Hedwig
Lee, Dohoon
Guo, Guang
Harris, Kathleen Mullan
Trends in Body Mass Index in Adolescence and Young Adulthood in the United States: 1959–2002
Journal of Adolescent Health 49,6 (December 2011): 601-608.
Also: http://www.sciencedirect.com/science/article/pii/S1054139X11001522
Cohort(s): NLSY79, NLSY97
Publisher: Elsevier
Keyword(s): Body Mass Index (BMI); Gender Differences; National Health and Nutrition Examination Survey (NHANES); National Health Interview Survey (NHIS); National Longitudinal Study of Adolescent Health (AddHealth); Racial Differences; Weight

Purpose: This study examined trends in body mass index (BMI) during the transition from adolescence to young adulthood by gender and race, using national data from the United States spanning for >40 years from 1959 and 2002. Although past research has investigated BMI trends separately in childhood/adolescence and adulthood, this study uniquely focused on the transition to adulthood (12–26 years) to identify the emergence of the obesity epidemic during this critical life-stage.

Methods: Longitudinal and cross-sectional data were obtained from four nationally representative surveys: National Health and Nutrition Examination Survey, National Longitudinal Study of Adolescent Health, National Health Interview Survey, and National Longitudinal Surveys of Youth (NLSY79 and NLSY97). The analysis tracked age trends in BMI by time, which allowed for the examination of how BMI changed during the transition to adulthood and whether the patterns of change varied by period. Data best suited for trend analysis were identified. Age trends in BMI by gender and race were graphed and regression analysis was used to test for significant differences in the trends using the National Health and Nutrition Examination Survey and National Longitudinal Study of Adolescent Health.

Results: BMI increased sharply in the adolescent ages, beginning in the 1990s and among young adults around 2000. This age pattern of BMI increase was more dramatic among females and blacks, particularly black females.

Conclusions: BMI increased during the transition to adulthood and these increases have grown larger over time. Obesity prevention efforts should focus on this high-risk transition period, particularly among minority populations.

Bibliography Citation
Lee, Hedwig, Dohoon Lee, Guang Guo and Kathleen Mullan Harris. "Trends in Body Mass Index in Adolescence and Young Adulthood in the United States: 1959–2002." Journal of Adolescent Health 49,6 (December 2011): 601-608.