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Title: How Do Parents Matter? Income, Interactions, and Intervention During Early Childhood
Resulting in 1 citation.
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Linver, Miriam R. Fuligni, Allison Sidle Brooks-Gunn, Jeanne |
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How Do Parents Matter? Income, Interactions, and Intervention During Early Childhood In: After the Bell: Family Background, Public Policy, and Educational Success. D. Conley and K. Albright, eds., New York: Routledge, 2004: 25-85 Cohort(s): Children of the NLSY79 Publisher: Routledge ==> Taylor & Francis (1998) Keyword(s): Behavior Problems Index (BPI); Children, Poverty; Family Income; Home Observation for Measurement of Environment (HOME); Infant Health and Development Program (IHDP); Panel Study of Income Dynamics (PSID); Parenting Skills/Styles; Peabody Picture Vocabulary Test (PPVT); School Entry/Readiness The current political climate in the United States places a strong focus on the achievement of young people. At the heart of the concern is the welldocumented and publicized discrepancy in school achievement outcomes for children from poor socioeconomic backgrounds compared to their more affluent counterparts. The difference between poor and non-poor children is often evidenced even earlier in life, before school entry, as young children from disadvantaged families exhibit lower scores on tests of school readiness and enter school less prepared to succeed. A related issue is the disparity between test scores of African American and European American children, which still persists, though diminished, after accounting for income and other family background differences. What is it about coming from an economically disadvantaged family that is driving these differences in young children's development and achievement? In the 1960s, the Coleman report brought the attention of the sociology field to the importance of the family context for school performance. At the same time, psychologists were focusing on the importance of early experience (and by definition, the family) on later development. Together, these two disciplines helped to shape the terms of President Johnson's War on Poverty, which directed attention to child and family interventions and how these might make a difference in lives of poor families. In this chapter we discuss the importance of the family environment (including family income, parents' human capital, maternal emotional health, and parenting) as well as neighborhood context and how they may operate to link income and child outcomes. In our discussion, we draw upon our own and others' previous research from several different disciplines to illustrate these pathways. We provide several examples of how we have empirically examined these contextual components and their relation to children's development. We draw upon data from three la rge national datasets to address these issues: the Infant Health and Development Program (IHDP), the Panel Study of Income Dynamics - Child Development Supplement (PSID-CDS), and the National Longitudinal Study of Youth - Child Supplement (NLSY-CS). |
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Bibliography Citation
Linver, Miriam R., Allison Sidle Fuligni and Jeanne Brooks-Gunn. "How Do Parents Matter? Income, Interactions, and Intervention During Early Childhood" In: After the Bell: Family Background, Public Policy, and Educational Success. D. Conley and K. Albright, eds., New York: Routledge, 2004: 25-85
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