Differences in stressors experienced by urban African American, White, and Hispanic children

Kilmer, Ryan P.; Cowen, Emory L.; Wyman, Peter A.; Work, William; Magnus, Keith B.

doi:10.1002/(sici)1520-6629(199809)26:5<415::aid-jcop2>3.0.co;2-q

Cited by 40 publications

(27 citation statements)

References 32 publications

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“…Greater proportions of African-American (35%) and Latino (31%) children live in poverty compared to White (11%) and Asian (15%) children (Wight, Chau, & Aratani, 2010). In addition, family risk factors are more prevalent among racial/ethnic minority families compared with White families (Hatch & Dohrenwend, 2007; Kilmer, Cowen, Wyman, Work, & Magnus, 1998). Although African-American and Latino children have higher rates of exposure to poverty and risk, the relationship between certain risks and developmental outcomes also varies by race/ethnicity.…”

Section: Racial/ethnic Differences In Risk Exposure and Children’s Oumentioning

confidence: 99%

Are all risks equal? Early experiences of poverty-related risk and children’s functioning.

Roy

Raver

2014

Journal of Family Psychology

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Using cumulative risk and latent class analysis (LCA) models, this research examines how exposure to deep poverty (income-to-needs ratio <.50) and four poverty-related risks (single-parent household, residential crowding, caregiver depression, and multiple life stressors) in preschool is related to children’s future difficulty in school in a longitudinal sample of 602 Head-Start enrolled, low-income families. Results from the LCA revealed four risk profiles: low risk, deep poverty and single, single and stressed, and deep poverty and crowded household. Tests of measurement invariance across racial/ethnic groups established that although patterns of risk are similar across groups (i.e. risks co-vary in the same way), the prevalence of risk profiles differ. African American families were over-represented in the ‘deep poverty and single’ profile while Latino and White families were over-represented in the ‘deep poverty and crowded’ profile. Finally, children’s third grade functioning in three domains (academic performance, behavior problems, self-regulatory skills) was predicted using a cumulative risk index and LCA identified risk profiles. Both approaches demonstrated that children who experienced higher levels of risk in preschool had worse school performance than children with low levels of risk. However, the LCA also revealed that children who experienced ‘single and stressed’ family settings had more behavior problems than low risk children while children who experienced ‘deep poverty and crowded’ family settings had worse academic performance. The results indicate that all risks are not equal for children’s development and highlight the utility of LCA for tailoring intervention efforts to best meet the needs of target populations.

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Section: Racial/ethnic Differences In Risk Exposure and Children’s Oumentioning

confidence: 99%

Are all risks equal? Early experiences of poverty-related risk and children’s functioning.

Roy

Raver

2014

Journal of Family Psychology

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“…Regardless of socioeconomic differences, children’s exposure to various risks, including parenting practices and contextual experiences, vary by race (Bradley, Corwyn, McAdoo, & Garcia Coll, 2001; Kilmer, Cowen, Wyman, Work, & Magnus, 1998). Some risk factors are more prevalent in urban contexts whereas others are more prevalent in rural contexts (Atav & Spencer, 2002; Pedersen & Mortensen, 2001).…”

Section: Individual Risk Factors For Problematic Outcomesmentioning

confidence: 99%

Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach

et al. 2010

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This study identified profiles of 13 risk factors across child, family, school, and neighborhood domains in a diverse sample of children in kindergarten from 4 US locations (n = 750; 45% minority). It then examined the relation of those early risk profiles to externalizing problems, school failure, and low academic achievement in Grade 5. A person-centered approach, latent class analysis, revealed four unique risk profiles, which varied considerably across urban African American, urban white, and rural white children. Profiles characterized by several risks that cut across multiple domains conferred the highest risk for negative outcomes. Compared to a variablecentered approach, such as a cumulative risk index, these findings provide a more nuanced understanding of the early precursors to negative outcomes. For example, results suggested that urban children in single-parent homes that have few other risk factors (i.e., show at least average parenting warmth and consistency and report relatively low stress and high social support) are at quite low risk for externalizing problems, but at relatively high risk for poor grades and low academic achievement. These findings provide important information for refining and targeting preventive interventions to groups of children who share particular constellations of risk factors. KeywordsMultiple risks; risk profiles; person-centered; latent class analysis; child behavior problems Children live within multiple contexts, including the family, the school, and the neighborhood, and characteristics of those contexts contribute to the development of competence or adjustment problems (Bronfrenbrenner, 1979;Cicchetti, 1993). Although it can be useful to examine the role of individual risk factors, they seldom operate in isolation (Cicchetti, 1993). In fact, they often are highly related both within and across ecological levels (e.g., child, family, school, and neighborhood). Findings from numerous longitudinal studies support the value of a holistic/ecological approach to examining the multiple risk factors associated with children's future adjustment problems (Gorman-Smith, Tolan, & Henry, 2000;Greenberg, et al., 1999;Greenberg, Speltz, DeKlyen, & Jones, 2001;Keller, Spieker, & Gilchrist, 2005;Rutter, 1979;Sameroff & Seifer, 1990).This study assumed such a multivariate approach, in which children's characteristics and outcomes are influenced by factors including the social context of their family, the nature of NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript interactions they have with their parents, the quality of their neighborhoods, their experiences with their teachers and classmates, and the climate of their schools. Although we know that each of those factors is contributory, it is less clear how all of those factors interact to lead toward or deflect children from specific outcomes. The beginning of elementary school and the beginning of middle school represent two critical developmental time periods during which the transition in conte...

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“…Using a multidimensional Life Events Checklist (Kilmer et al 1998), including several major, chronic stressors, caregivers indicated that siblings experienced an average of 9.65 stressors ( SD = 5.69). Given that several studies of risk and resilience (e.g., Cowen et al 1992; Wyman et al 1999) have used exposure to ≥ 4 stressors on this same measure as a criterion for “highly stressed”, this finding indicates high stress exposure and underscores the level of risk experienced by the youngsters within participating families.…”

Section: Needs Evidenced By Other Family Membersmentioning

confidence: 99%

Moving from Principles to Practice: Recommended Policy Changes to Promote Family‐Centered Care

Kilmer

Cook

Munsell

2010

American J of Comm Psychol

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This paper emphasizes the value of family-centered care. Discussion highlights family-centered philosophies (e.g., Systems of Care [SOCs]) and practice models (i.e., wraparound) and identifies discrepancies between conceptualizations and actual practice. Data from multiple sources detail issues in fidelity to family-centered values and needs and risks experienced by siblings of children with severe emotional disturbance and their caregivers. This discussion provides a springboard for policy recommendations to strengthen family support programming and enhance family-centered care, from modifying funding streams such that systems extend their reach beyond children with full-blown, diagnosable problems (those meeting standards of “medical necessity), to supporting prevention and early intervention initiatives that address families as targets for intervention. Recommendations include ensuring that communities with SOC funding address the needs of families; broadening Medic-aid rules and definitions; expanding the range of reimbursable activities and services; and increasing funding for evaluating family-centered care models and family support programming.

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Differences in stressors experienced by urban African American, White, and Hispanic children

Cited by 40 publications

References 32 publications

Are all risks equal? Early experiences of poverty-related risk and children’s functioning.

Are all risks equal? Early experiences of poverty-related risk and children’s functioning.

Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach

Moving from Principles to Practice: Recommended Policy Changes to Promote Family‐Centered Care

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