A Two-Generation Human Capital Approach to Anti-Poverty Policy

Sommer, Teresa Eckrich; Sabol, Terri J.; Chor, Elise; Schneider, W.; Chase‐Lansdale, P. Lindsay; Brooks‐Gunn, Jeanne; Small, Mario Luis; King, Christopher T.; Yoshikawa, Hirokazu

doi:10.7758/rsf.2018.4.3.07

Cited by 12 publications

(10 citation statements)

References 56 publications

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“…Most developmental research that focuses on both parent and child outcomes has involved evaluations of two‐generation programs (Sabol et al, 2021; Sommer et al, 2018). Head Start is the most prominent two‐generation policy initiative, with a major focus on improving parenting and providing high‐quality child care, nutrition, and health surveillance, but with very limited direct parent supports.…”

Section: Research Findings On Both the Promise And The Purpose Of Ecementioning

confidence: 99%

“…Newer two‐generation programs take a more family‐based approach, ensuring that operating hours of ECE programs match parents' working hours, parents receive training in jobs that are in demand in the community, and parents are supported through coaching. Studies of the CareerAdvance two‐generation program (Head Start paired with career training in the healthcare sector), which serves families with very low incomes, found increased maternal employment in that sector, higher levels of parents' psychological well‐being, and improved academic and regulatory skills among several subgroups of children (Sommer et al, 2018). These model programs are small in scale and their evaluations have focused on families with very low incomes.…”

Section: Research Findings On Both the Promise And The Purpose Of Ecementioning

confidence: 99%

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The promise and purpose of early care and education

Burchinal

Whitaker

Jenkins

2022

Child Dev Perspectives

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Early care and education (ECE) evolved around two goals: allowing parents of young children to work (the purpose) and promoting early childhood development (the promise). An extensive body of research has examined how ECE promotes child development. A much sparser body of research has studied how ECE access affects families' economic and psychological well-being, particularly from a developmental perspective. These imbalanced literatures have created an incomplete picture of the role of ECE in developmental science, and this gap in knowledge limits the extent to which both the purpose and the promise of ECE can be fulfilled. In this article, we argue that developmental researchers should pay more attention to the parent and family outcomes, processes, and mechanisms that depend on stable, high-quality care (the purpose), and how these downstream cascades influence child development in the short and long term (the promise). While these issues are international, in this article, we focus on the development of and research on ECE in the United States to illustrate how the focus on both the purpose and promise of ECE could expand policies and research in the area. K E Y W O R D S child development, early care and education, family well-being

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Section: Research Findings On Both the Promise And The Purpose Of Ecementioning

confidence: 99%

Section: Research Findings On Both the Promise And The Purpose Of Ecementioning

confidence: 99%

The promise and purpose of early care and education

Burchinal

Whitaker

Jenkins

2022

Child Dev Perspectives

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“…For example, CareerAdvance, developed by the Community Action Project of Tulsa, is a partnership between Head Start and community college partners that aligns child and adult services and provides additional on-site services at the Head Start centers (e.g., coaching support, peer meetings, in-kind assistance for transportation, wraparound child care on top of Head Start services, etc.) (Chase-Lansdale et al, 2017; Chase-Lansdale et al, 2019; Sabol et al, 2015; Sommer et al, 2018). The training program is tailored to the local economy and focuses on health care careers, which constitute a growth area for the region.…”

Section: Social Policies and Community Context As Resilience-promoting Factorsmentioning

confidence: 99%

Resilience-promoting policies and contexts for children of color in the United States: Existing research and future priorities

Slopen

Williams

2021

Dev Psychopathol

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The health status of children in the United States varies by racial and ethnic, shaped by an interrelated set of systems that disadvantage children of color in the United States. In this article, we argue for a broad view of resilience, in both research and policy, that views resilience not just as a property of individuals but also as a characteristic of social contexts and policies. Accordingly, we describe the empirical evidence for policies and contexts as factors that can improve health among children and families that are deprived of equal opportunities and resources due to structural racism. We discuss the evidence and opportunities for policies and interventions across a variety of societal systems, including programs to promote economic and food security, early education, health care, and the neighborhood and community context. Based on this evidence and other research on racism and resilience, we conclude by outlining some directions for future research.

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“…For instance, the field was one of the first disciplines to systematically study the consequences of poverty and economic inequality—particularly within experimental contexts (see Brooks-Gunn & Duncan, 1997; Yoshikawa et al, 2012; Zigler, 1994). Additionally, a broad literature in behavioral and social science, both within and outside of psychology, has demonstrated that growing up in poverty has detectable impacts on both brain development and functioning, physical and mental health outcomes, educational achievement, criminal behavior, workforce participation, parenting, and social interactions (Duncan & Murnane, 2011; Evans, Chen, Miller, & Seeman, 2012; Korenman, Miller, & Sjaastad, 1995; Shonkoff & Phillips, 2000; Sommer et al, 2017). Particularly compelling for policymakers is interdisciplinary research on how poverty gets “under the skin” (e.g., biological embedding) and impacts development across the life span (Evans et al, 2012; Frameworks Institute, 2010; Noll & Shalev, 2018).…”

Section: Psychology’s Role In Antipoverty Policymentioning

confidence: 99%

The role of psychology in evidence-based policymaking: Mapping opportunities for strategic investment in poverty reduction.

Crowley¹,

Supplee²,

Scott³

et al. 2019

American Psychologist

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Increasing efforts are being undertaken to understand how to improve the use of research evidence in policy settings. In particular, growing efforts to understand the use of research in legislative contexts. Although high-profile examples of psychology’s contributions to public policy exist—particularly around antipoverty legislation—little systematic review has quantified how the field has informed federal policy across time. Recognizing the importance of exploring psychology’s use in policymaking, we provide an overview of psychology’s presence in federal antipoverty legislation over the last 2 decades by reviewing the over 6,000 antipoverty bills introduced to the U.S. Congress since 1993 for mentions of psychology. Further, to explore how psychology’s contributions are related to policymakers’ attributions about the causes of poverty, their public statements and voting behavior is considered. Key gaps in our scientific knowledge for informing poverty-related policy are identified. Opportunities to enhance the relevance of psychology in poverty reduction efforts, including the evidence-based policy movement, are described.

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A Two-Generation Human Capital Approach to Anti-Poverty Policy

Cited by 12 publications

References 56 publications

The promise and purpose of early care and education

The promise and purpose of early care and education

Resilience-promoting policies and contexts for children of color in the United States: Existing research and future priorities

The role of psychology in evidence-based policymaking: Mapping opportunities for strategic investment in poverty reduction.

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