Search Results

Author: McLeod, Jane D.
Resulting in 13 citations.
1. Kruttschnitt, Candace
McLeod, Jane D.
Dornfeld, Maude
Does Parenting Explain the Effects of Structural Conditions on Children?
Working Paper No. 91-4, Life Course Center, Department of Sociology, University of Minnesota, 1991
Cohort(s): Children of the NLSY79, NLSY79, Young Women
Publisher: University of Minnesota Press
Keyword(s): Aid for Families with Dependent Children (AFDC); Alcohol Use; Behavior Problems Index (BPI); Behavior, Antisocial; Behavioral Problems; Children, Behavioral Development; Delinquency/Gang Activity; Deviance; Drug Use; Fathers, Absence; Home Observation for Measurement of Environment (HOME); Household Composition; Marital Disruption; Marital Status; Parental Influences; Parents, Single; Poverty; Racial Differences

This study examines the interrelationships among social locations, parenting and antisocial behavior for both black and white children. Based on previous theoretical formulations, the authors hypothesized that the effects of social locations on children's antisocial behavior would be mediated by parenting processes and would vary by racial group. Despite minor race differences in the processes linking social locations to antisocial behavior, the general structure of these processes are quite similar for blacks and whites. Specifically, among children of both races, parenting behaviors offer a nearly complete explanation for the higher levels of antisocial behavior observed among poor children. Similar results do not appear for the other social locations that were examined. Parenting behaviors explained relatively little of the relationship between marital disruptions and antisocial behavior and maternal deviance and antisocial behavior, regardless of race.
Bibliography Citation
Kruttschnitt, Candace, Jane D. McLeod and Maude Dornfeld. "Does Parenting Explain the Effects of Structural Conditions on Children?" Working Paper No. 91-4, Life Course Center, Department of Sociology, University of Minnesota, 1991.
2. McLeod, Jane D.
Edwards, Kevan
Contextual Determinants of Children's Responses to Poverty
Social Forces 73, 4 (June 1995): 1487-1516.
Also: http://www.jstor.org/stable/2580456
Cohort(s): Children of the NLSY79, NLSY79
Publisher: University of North Carolina Press
Keyword(s): Behavior Problems Index (BPI); Birthweight; Child Health; Children, Poverty; Family Characteristics; Family Income; Health, Mental/Psychological; Hispanics; Neighborhood Effects; Peers/Peer influence/Peer relations; Poverty; Pre-natal Care/Exposure; Pre/post Natal Behavior; Pre/post Natal Health Care; Racial Differences; Residence; Sociability/Socialization/Social Interaction; Urbanization/Urban Living

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

Evaluates the independent and joint contributions of family poverty and residential characteristics to children's mental health, using data from the 1988 Children of the National Longitudinal Survey of Youth (N = 3,277 children). Findings reveal that family poverty and residential characteristics independently predict children's mental health. Family poverty also interacts with some residential characteristics when predicting mental health, although the interactions vary substantially by race/ethnicity: e.g., poor Hispanic children living with same- race peers are in better mental health than poor Hispanic children who are culturally isolated, but the same interaction is not observed in other groups. In general, the effects of poverty and residential characteristics are stronger for Hispanics and American Indians than they are for blacks and whites. 4 Tables, 1 Appendix, 94 References. Adapted from the source document. (Copyright 1995, Sociological Abstracts, Inc., all rights r eserved.)
Bibliography Citation
McLeod, Jane D. and Kevan Edwards. "Contextual Determinants of Children's Responses to Poverty." Social Forces 73, 4 (June 1995): 1487-1516.
3. McLeod, Jane D.
Fettes, Danielle L.
Trajectories of Failure: The Educational Careers of Children with Mental Health Problems
American Journal of Sociology 113,3 (November 2007): 653-701.
Also: http://www.ncbi.nlm.nih.gov/pubmed/19855855
Cohort(s): Children of the NLSY79
Publisher: University of Chicago Press
Keyword(s): Achievement; Behavior Problems Index (BPI); CESD (Depression Scale); Children, Academic Development; College Enrollment; Depression (see also CESD); Educational Aspirations/Expectations; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Completion/Graduates; High School Diploma; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Completion; School Dropouts

The authors draw on developmental psychopathology, life course sociology, and scholarship on educational processes to develop a conceptual framework for understanding the association of children's mental health problems with educational attainment. They use this framework to address two empirical gaps in prior research: lack of attention to mental health trajectories and the failure to consider diverse explanations. Using data from the Children of the National Longitudinal Surveys of Youth data set, the authors identify latent classes that characterize trajectories of internalizing and externalizing problems from childhood through adolescence. Youths in the classes vary significantly in their likelihoods of high school completion and college entry. The authors evaluate the ability of three sets of mediators to explain these patterns: academic aptitude, disruptive behaviors, and educational expectations. Educational expectations are important mediators independent of academic aptitude and disruptive behaviors. Social responses to youths' mental health problems contribute importantly to their disrupted educational trajectories.
Bibliography Citation
McLeod, Jane D. and Danielle L. Fettes. "Trajectories of Failure: The Educational Careers of Children with Mental Health Problems." American Journal of Sociology 113,3 (November 2007): 653-701.
4. McLeod, Jane D.
Fettes, Danielle L.
Trajectories of Failure: The Educational Careers of Children with Mental Health Problems
Presented: New York, NY, Annual Meetings of the American Sociological Association, August 2007.
Also: http://research.allacademic.com/meta/p_mla_apa_research_citation/1/8/2/9/4/p182944_index.html
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: American Sociological Association
Keyword(s): Behavior Problems Index (BPI); CESD (Depression Scale); Children, Academic Development; College Enrollment; Depression (see also CESD); Educational Aspirations/Expectations; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Completion/Graduates; High School Diploma; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Completion; School Dropouts

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

In this paper, we address two critical gaps in prior research regarding the association of children's mental health problems with educational attainment: the lack of attention to the temporal form of the association and the failure to consider diverse explanations. Using data from the Children of the National Longitudinal Surveys of Youth data set, we identify latent classes that characterize trajectories of internalizing and externalizing problems from ages 6-8 through ages 16-18. Youth in the classes vary significantly in their likelihoods of high school completion and college entry. Youth who experienced internalizing or externalizing problems in childhood or adolescence were less likely than youth with stably low levels of problems to complete high school; youth who experienced externalizing problems at either age were less likely to enter college but college entry was only significantly associated with internalizing problems that began in childhood. We evaluated the ability of three sets of mediators to explain these patterns: academic aptitude, disruptive behaviors, and educational expectations. Educational expectations were important mediators even in the presence of controls for academic aptitude and disruptive behaviors. We conclude that social responses to youth's mental health problems contribute to their disrupted educational trajectories.
Bibliography Citation
McLeod, Jane D. and Danielle L. Fettes. "Trajectories of Failure: The Educational Careers of Children with Mental Health Problems." Presented: New York, NY, Annual Meetings of the American Sociological Association, August 2007.
5. McLeod, Jane D.
Kaiser, Karen
Childhood Emotional and Behavioral Problems and Educational Attainment
American Sociological Review 69,5 (October 2004): 636-658.
Also: http://www.jstor.org/stable/3593032
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: American Sociological Association
Keyword(s): Behavior; Behavior Problems Index (BPI); Behavioral Problems; Children, Behavioral Development; College Enrollment; Delinquency/Gang Activity; Education; Educational Attainment; Health, Mental/Psychological; High School Diploma; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Poverty; School Progress; Schooling; Self-Esteem; Socioeconomic Status (SES); Teenagers

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

Do childhood emotional and behavioral problems diminish the probability of graduating from high school and attending college? If so, are their effects primarily attributable to the persistence of those problems over time, to continuities in social environments, or to the cumulative effects of early academic failures? We provide answers to these questions using data from the Children of the National Longitudinal Surveys of Youth data set (1986-2000). Internalizing and externalizing problems at ages 6-8 significantly and strongly diminish the probability of receiving a high school degree. Among youth who receive a high school degree, externalizing problems also diminish the probability of subsequent college enrollment. In the case of high school degree receipt, the educational disadvantages associated with child emotional and behavioral problems result from the association of those problems with academic failures in middle and high school. In contrast, the association of childhood behavior problems with college enrollment appears to reflect the persisting effects of early behavioral and academic predispositions. Our results add to a growing body of research that demonstrates that social selection processes contribute to socioeconomic disparities. They also suggest new directions for research concerned with socially-structured, transactional, person-environment interactions.
Bibliography Citation
McLeod, Jane D. and Karen Kaiser. "Childhood Emotional and Behavioral Problems and Educational Attainment." American Sociological Review 69,5 (October 2004): 636-658.
6. McLeod, Jane D.
Knight, Syndee
Association of Socioemotional Problems With Early Sexual Initiation
Perspectives on Sexual and Reproductive Health 42,2 (June 2010): 93-101.
Also: http://www3.interscience.wiley.com/journal/123360309/abstract
Cohort(s): Children of the NLSY79
Publisher: Alan Guttmacher Institute
Keyword(s): Adolescent Sexual Activity; Age at First Intercourse; Behavior Problems Index (BPI); Ethnic Differences; Gender Differences; Racial Differences; Self-Reporting; Sexual Activity; Social Emotional Development

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

CONTEXT: Research on the association between socioemotional problems and early sexual initiation has not evaluated differences across types of problems, by gender, or by race or ethnicity.

METHODS: Data were analyzed for a sample derived from the Children of the National Longitudinal Surveys of Youth: 1,836 youth who were 10–11 years old at the 1992, 1994 and 1996 waves. Mothers' reports of their child's socioemotional problems at age 10–11 were assessed; sexual initiation before age 15 was assessed using youth self-reports. Logistic regression analyses estimated associations between socioemotional problems and early initiation; predicted probabilities and group differences were calculated using various regression techniques.

RESULTS: Twenty-six percent of youth had had intercourse before turning 15, and their average level of each problem was higher than the level of those who had not. Both internalizing problems (e.g., depression and dependency) and externalizing problems (e.g., hyperactivity and antisocial behavior) were associated with early sexual initiation (odds ratios, 1.1 and 1.2, respectively), but only externalizing problems retained significance when both types were included in the model (1.2). Among specific problems, only hyperactivity and antisocial behavior were associated with early initiation (1.2 for each). Youth with a high level of externalizing problems had a higher predicted probability of having early sex than did those with a low level (0.28 vs. 0.21). Associations between socioemotional problems and early initiation did not differ by gender or by race or ethnicity.

CONCLUSIONS: Interventions should be targeted at youth with externalizing problems, especially those who engage in antisocial or hyperactive behavior, in an effort to promote positive social interactions.

Copyright © 2010 by the Guttmacher Institute

Bibliography Citation
McLeod, Jane D. and Syndee Knight. "Association of Socioemotional Problems With Early Sexual Initiation." Perspectives on Sexual and Reproductive Health 42,2 (June 2010): 93-101.
7. McLeod, Jane D.
Kruttschnitt, Candace
Dornfeld, Maude
Does Parenting Explain the Effects of Structural Conditions on Children's Antisocial Behavior? A Comparison of Blacks and Whites
Social Forces 73,2 (December 1994): 575-604.
Also: http://www.jstor.org/stable/2579822
Cohort(s): Children of the NLSY79, NLSY79
Publisher: University of North Carolina Press
Keyword(s): Aid for Families with Dependent Children (AFDC); Behavior; Behavior Problems Index (BPI); Behavior, Antisocial; Delinquency/Gang Activity; Deviance; Fathers, Absence; Home Observation for Measurement of Environment (HOME); Marital Disruption; Marital Status; Parent-Child Relationship/Closeness; Parents, Single; Poverty; Punishment, Corporal; Racial Differences; Scale Construction; Welfare

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

Evaluated race differences in the processes that link poverty and single parenthood to antisocial behavior, drawing on conceptual models that link structural conditions to children's well-being through the mediating influences of parental distress and unsupportive parenting. On the basis of data from the 1988 Children of the National Longitudinal Survey of Youth data set, it was found that the total effects of poverty and single parenthood on parenting practices, and of parenting practices on antisocial behavior, do not differ significantly by race. However, the processes that create those effects do vary by race. Parenting practices and antisocial behavior are reciprocally related for Whites, but parenting practices do not significantly predict antisocial behavior for Blacks. ((c) 1997 APA/PsycINFO, all rights reserved):
Bibliography Citation
McLeod, Jane D., Candace Kruttschnitt and Maude Dornfeld. "Does Parenting Explain the Effects of Structural Conditions on Children's Antisocial Behavior? A Comparison of Blacks and Whites." Social Forces 73,2 (December 1994): 575-604.
8. McLeod, Jane D.
Kruttschnitt, Candace
Dornfeld, Maude
Does Parenting Explain the Effects of Structural Conditions on Children's Antisocial Behavior? A Comparison of Blacks and Whites
Working Paper, Minneapolis, MN: Department of Sociology, University of Minnesota, 1993
Cohort(s): Children of the NLSY79, NLSY79
Publisher: Department of Sociology, University of Minnesota
Keyword(s): Aid for Families with Dependent Children (AFDC); Alcohol Use; Behavior Problems Index (BPI); Behavioral Problems; Children, Behavioral Development; Children, Well-Being; Deviance; Fathers, Absence; Home Observation for Measurement of Environment (HOME); Household Composition; Marital Status; Parents, Single; Poverty; Racial Differences; Welfare; Well-Being

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

Despite the fact that black children are disproportionately likely to live in poverty and with single mothers, evidence about the effects of those experiences on antisocial behavior is based largely on samples of white children. We draw on conceptual models which link structural conditions to children's well-being through the mediating influences of parental distress and unsupportive parenting, to evaluate race differences in the processes which link poverty and single parenthood to antisocial behavior. Based on data from the 1988 Children of the National Longitudinal Survey of Youth data set, the effects of poverty and single-parenthood on parenting, and of parenting on antisocial behavior, do not differ significantly by race. Furthermore, variations in parenting account for some, but not all, of the effects of structural condition on antisocial behavior in both groups.
Bibliography Citation
McLeod, Jane D., Candace Kruttschnitt and Maude Dornfeld. "Does Parenting Explain the Effects of Structural Conditions on Children's Antisocial Behavior? A Comparison of Blacks and Whites." Working Paper, Minneapolis, MN: Department of Sociology, University of Minnesota, 1993.
9. McLeod, Jane D.
Nonnemaker, James M.
Poverty and Child Emotional and Behavioral Problems: Racial/Ethnic Differences in Processes and Effects
Journal of Health and Social Behavior 41,2 (June 2000): 137-161.
Also: http://www.jstor.org/stable/2676302
Cohort(s): Children of the NLSY79
Publisher: American Sociological Association
Keyword(s): Behavior Problems Index (BPI); Behavioral Problems; Delinquency/Gang Activity; Ethnic Differences; Marital Status; Mothers, Behavior; Poverty; Psychological Effects; Racial Differences; Self-Esteem; Well-Being

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

Using a sample of four to nine year-old children from the 1992 wave of the Children of the National Longitudinal Surveys of Youth data set, we evaluated racial and ethnic differences in the effects of current poverty and the persistence of poverty on child emotional and behavioral problems, and in the variables responsible for those effects. We considered three sets of variables in the latter analysis--mother's early characteristics and behaviors; correlated sociodemographic characteristics; and mediators (neighborhood problems, mother's psychological resources, and characteristics of the home environment)--and evaluated their relevance across three racial/ethnic subgroups (blacks, Hispanics, and non-Hispanic whites). Consistent with our expectations, we observed a significantly stronger effect of the persistence of poverty on child problems for whites than for blacks, an effect that is attributable to the relatively strong association between poverty and mother\'s prior history of delinquency and current marital status among whites. The effect of poverty on child problems was substantially explained for blacks by mother's early self-esteem, whereas mediating processes took on greater relevance for Hispanics and non-Hispanic whites. Our results support the conclusion that there are racial/ethnic differences in the selection processes and proximal conditions that are responsible for the diminished psychological well-being of poor children.
Bibliography Citation
McLeod, Jane D. and James M. Nonnemaker. "Poverty and Child Emotional and Behavioral Problems: Racial/Ethnic Differences in Processes and Effects." Journal of Health and Social Behavior 41,2 (June 2000): 137-161.
10. McLeod, Jane D.
Owens, Timothy J.
Psychological Well-Being in the Early Life Course: Variations by Socioeconomic Status, Gender, and Race/Ethnicity
Social Psychology Quarterly 67,3 (September 2004): 257-278.
Also: http://spq.sagepub.com/content/67/3/257.abstract
Cohort(s): Children of the NLSY79
Publisher: American Sociological Association
Keyword(s): Child Self-Administered Supplement (CSAS); Children, Poverty; Depression (see also CESD); Growth Curves; Poverty; Racial Studies; Self-Perception Profile for Children (SPPC)

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

Our analysis focuses on the implications of social status characteristics for children's psychological well-being. Drawing on social evaluation theories and stress-based explanations, we hypothesized that disadvantage cumulates across statuses (the double jeopardy hypothesis) and over time as children move into the adolescent years. To test this hypothesis, we estimated the independent and interactive effects of socioeconomic status, gender, and race/ethnicity on the latent growth curves for four outcomes, from preadolescence to early adolescence, using data from the Children of the National Longitudinal Surveys of Youth data set. Our results were consistent with the double jeopardy hypothesis for the interaction of race/ethnicity and poverty, but not for the other interactions we estimated. In the case of gender and poverty, the strength of the evidence for the double jeopardy hypothesis varied by outcome: evidence was more consistent for scholastic competence and self-esteem than for depression and hyperactivity. In the case of gender and race/ethnicity, our results consistently refuted the double jeopardy hypothesis.
Bibliography Citation
McLeod, Jane D. and Timothy J. Owens. "Psychological Well-Being in the Early Life Course: Variations by Socioeconomic Status, Gender, and Race/Ethnicity." Social Psychology Quarterly 67,3 (September 2004): 257-278.
11. McLeod, Jane D.
Pavalko, Eliza K.
From Selection Effects to Reciprocal Processes: What Does Attention to the Life Course Offer?
Advances in Life Course Research: Stress Processes Across the Life Course 13 (2008): 75-104.
Also: http://www.sciencedirect.com/science/article/pii/S104026080800004X
Cohort(s): Children of the NLSY79, Young Women
Publisher: Elsevier
Keyword(s): Behavior Problems Index (BPI); Children, Mental Health; College Enrollment; Educational Attainment; High School Completion/Graduates; Stress

In this chapter, we review how the term ‘‘selection effects’’ has been used by researchers, what processes are implied by the term, and how analyses of selection effects can contribute to our understanding of the associations between socially structured experience and individual health and wellbeing. Our review draws on the life course perspective to suggest that selection effects represent more complex processes than are often recognized and to create a template for more nuanced analyses of those processes. Through logical arguments and examples, we build the case for a sociological research agenda on selection processes equivalent in importance and relevance to our long tradition of research on social causation.
Bibliography Citation
McLeod, Jane D. and Eliza K. Pavalko. "From Selection Effects to Reciprocal Processes: What Does Attention to the Life Course Offer? ." Advances in Life Course Research: Stress Processes Across the Life Course 13 (2008): 75-104.
12. McLeod, Jane D.
Shanahan, Michael J.
Poverty, Parenting, and Children's Mental Health
American Sociological Review 58,3 (June 1993): 351-366.
Also: http://www.jstor.org/stable/2095905
Cohort(s): Children of the NLSY79, NLSY79
Publisher: American Sociological Association
Keyword(s): Behavior; Behavior Problems Index (BPI); Children, Temperament; Health Factors; Health, Mental/Psychological; Health/Health Status/SF-12 Scale; Home Observation for Measurement of Environment (HOME); Parenthood; Poverty; Racial Differences; Socioeconomic Status (SES)

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

Using data from the 1986 Children of the National Longitudinal Survey of Youth data set, explores the relationships among current poverty, length of time in poverty, maternal parenting behavior, and children's mental health for 1,733 children of 1,344 mothers. Studies of children's poverty need to focus on family processes. (SLD)
Bibliography Citation
McLeod, Jane D. and Michael J. Shanahan. "Poverty, Parenting, and Children's Mental Health." American Sociological Review 58,3 (June 1993): 351-366.
13. McLeod, Jane D.
Shanahan, Michael J.
Trajectories of Poverty and Children's Mental Health
Journal of Health and Social Behavior 37,3 (September 1996): 207-220.
Also: http://www.jstor.org/stable/2137292
Cohort(s): Children of the NLSY79, NLSY79
Publisher: American Sociological Association
Keyword(s): Aid for Families with Dependent Children (AFDC); Behavior Problems Index (BPI); Child Health; Family History; Health, Mental/Psychological; Modeling, Growth Curve/Latent Trajectory Analysis; Poverty

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

The relationship between family poverty history & children's mental health trajectories was examined through analysis of data from 907 children from the 1986-1990 National Longitudinal Surveys of Youth. Analysis revealed that poverty histories in 1986 or prior were related to higher levels of depression in 1986 & that higher levels of depression persisted for a five-year period. Poverty histories subsequent to 1986 were not associated with depression trajectories. The number of years that children were poor between 1986 & 1990 correlated significantly with changes in children's antisocial behavior during those years. Children who were poor in each of these years had higher increases in antisocial behavior than transiently poor or nonpoor children. The accelerating behavioral disadvantages of persistent childhood poverty are discussed. 5 Tables, 2 Appendixes, 51 References. Adapted from the source document. (Copyright 1997, Sociological Abstracts, Inc., all rights reserved.)
Bibliography Citation
McLeod, Jane D. and Michael J. Shanahan. "Trajectories of Poverty and Children's Mental Health." Journal of Health and Social Behavior 37,3 (September 1996): 207-220.