Search Results

View Selected Citations Select and View All Search Citations

Source: AERA Open

Resulting in 4 citations.

1.	Clark, Brian Shi, Ying
1.	Low-Income Female Students and the Reversal of the Black-White Gap in High School Graduation AERA Open 6,2 (April 2020): DOI: 10.1177/2332858420915203. Also: https://journals.sagepub.com/doi/full/10.1177/2332858420915203 Cohort(s): NLSY97 Publisher: American Educational Research Association Keyword(s): Alcohol Use; Disadvantaged, Economically; Drug Use; High School Completion/Graduates; National Longitudinal Study of Adolescent Health (AddHealth); Racial Differences; Smoking (see Cigarette Use); Socioeconomic Background Permission to reprint the abstract has not been received from the publisher. This article shows that the traditional narrative of Black-White high school graduation gaps is inverted among economically disadvantaged female students. Two nationally representative surveys and statewide administrative data demonstrate that low-income White females graduate at rates 5 to 6 percentage points lower than Black peers despite having higher test scores. Greater rates of tobacco, alcohol, and illicit drug use among White females account for one third of the attainment disparity. Since the early onset of substance use among low-income White females predicts lower attainment, more research on the factors leading to risky behaviors and their correlates during early adolescence is warranted. Examining racial gaps in high school graduation at the intersection of gender and income categories can inform more tailored interventions.
	Bibliography Citation Clark, Brian and Ying Shi. "Low-Income Female Students and the Reversal of the Black-White Gap in High School Graduation." AERA Open 6,2 (April 2020): DOI: 10.1177/2332858420915203.

2.	Kalil, Ariel Ziol-Guest, Kathleen M. Ryan, Rebecca M. Markowitz, Anna J.
2.	Changes in Income-Based Gaps in Parent Activities With Young Children From 1988 to 2012 AERA Open published online (August 2016): DOI: 10.1177/2332858416653732. Also: http://journals.sagepub.com/doi/abs/10.1177/2332858416653732 Cohort(s): Children of the NLSY79, NLSY79 Publisher: American Educational Research Association Keyword(s): Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Home Observation for Measurement of Environment (HOME); Household Income; Mothers, Education; Panel Study of Income Dynamics (PSID); Parent-Child Interaction; Parental Influences; Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. Numerous studies show large differences between economically advantaged and disadvantaged parents in the quality and quantity of their engagement in young children's development. This "parenting gap" may account for a substantial portion of the gap in children's early cognitive skills. However, researchers know little about whether the socioeconomic gap in parenting has increased over time. The present study investigates this question, focusing on income- and education-based gaps in parents' engagement in cognitively stimulating activities with preschool-aged children. We draw on data from four national studies conducted over 25 years. We found a decrease in income-based gaps in children's book ownership and library attendance but increasing income-based gaps for several other parent behaviors, including reading and telling stories to children and teaching children letters, words, and numbers. Income-based gaps in children's participation in out-of-home cultural activities also increased. Results for education-based gaps were similar. These gaps largely arose from top-income families pulling away from their middle- and low-income counterparts.
	Bibliography Citation Kalil, Ariel, Kathleen M. Ziol-Guest, Rebecca M. Ryan and Anna J. Markowitz. "Changes in Income-Based Gaps in Parent Activities With Young Children From 1988 to 2012." AERA Open published online (August 2016): DOI: 10.1177/2332858416653732.

3.	Markowitz, Anna J.
3.	Associations Between Emotional Engagement With School and Behavioral and Psychological Outcomes Across Adolescence AERA Open 3,3 (1 July 2017): DOI: 10.1177/2332858417712717. Also: https://journals.sagepub.com/doi/full/10.1177/2332858417712717 Cohort(s): Children of the NLSY79, NLSY79 Publisher: American Educational Research Association Keyword(s): Children, Behavioral Development; Children, School-Age; Delinquency/Gang Activity; Depression (see also CESD); National Longitudinal Study of Adolescent Health (AddHealth); Peers/Peer influence/Peer relations; Psychological Effects; School Characteristics/Rating/Safety; Self-Perception Profile for Children (SPPC); Truancy Permission to reprint the abstract has not been received from the publisher. Although a small body of research suggests that emotional engagement with school is related to youth behavioral and psychological outcomes, it remains unclear whether these associations represent causal relationships and at what age engagement matters most for student outcomes. Using data from two large, national surveys, this study uses three analytic strategies to reduce threats to causal inference and assess whether the central relationship changes as youth age. Results across both data sets are consistent with a causal relationship between emotional engagement with school and youth behavioral and psychological outcomes that decreases somewhat as youth age. Given the importance of emotional engagement for these outcomes, and the importance of avoiding problem behaviors and maintaining healthy psychological functioning for students' long-run outcomes, research should continue to explore the ways in which schools and educational policy can influence students' engagement.
	Bibliography Citation Markowitz, Anna J. "Associations Between Emotional Engagement With School and Behavioral and Psychological Outcomes Across Adolescence." AERA Open 3,3 (1 July 2017): DOI: 10.1177/2332858417712717.

4.	Ziol-Guest, Kathleen M. Lee, Kenneth T. H.
4.	Parent Income–Based Gaps in Schooling: Cross-Cohort Trends in the NLSYs and the PSID AERA Open published online (April 2016): DOI: 10.1177/2332858416645834. Also: http://ero.sagepub.com/content/2/2/2332858416645834.abstract Cohort(s): NLSY79, NLSY97 Publisher: American Educational Research Association Keyword(s): College Enrollment; Educational Attainment; Family Income; Panel Study of Income Dynamics (PSID); Parental Influences Permission to reprint the abstract has not been received from the publisher. Both income inequality and the achievement test score gap between high- and low-income children increased dramatically in the United States beginning in the 1970s. Recent work by Chetty, Hendren, Kline, Saez, and Turner (2014) suggests that, unlike the test score gap, the gap in college enrollment is essentially constant. This article takes a longer historical view and investigates trends in income-based gaps in a number of schooling attainment measures using data from two cohorts of the National Longitudinal Survey of Youth (NLSY79 and NLSY97) as well as 31 birth cohorts from the Panel Study of Income Dynamics (PSID). Findings support Chetty and colleagues' conclusion of little change in college enrollment for their cohorts but show significant increases in college enrollment gaps between Chetty and colleagues' and prior cohorts in both the PSID and the NLSY. We further find strong evidence of growing gaps in college completion. In contrast, gaps in high school graduation have fallen, which provide at least one optimistic sign of catching up among low-income individuals. The net result of these trends is to produce a modestly increasing gap in completed schooling between children growing up in low- and high-income families.
	Bibliography Citation Ziol-Guest, Kathleen M. and Kenneth T. H. Lee. "Parent Income–Based Gaps in Schooling: Cross-Cohort Trends in the NLSYs and the PSID." AERA Open published online (April 2016): DOI: 10.1177/2332858416645834.

Admin