Do neighborhood and home contexts help explain why low-income children miss opportunities to participate in activities outside of school?

Abstract

In this study, children's participation (N = 1,420) in activities outside of elementary school was examined as a function of disparities in family income using data from the Panel Study of Income Dynamics, Child Development Supplement. Children's neighborhood and home environments were investigated as mechanisms linking income disparities and participation rates. Family income was positively associated with children's participation in activities, with the largest effect sizes evident for children at the lowest end of the income distribution. Affluence in the neighborhood and cognitive stimulation in the home were both important mediators of the association between income and participation, explaining from approximately one tenth to one half of the estimated associations between income and participation.

Participation in Organized Activities and Conduct Problems in Elementary School

“…Family income was included as a control variable in the analyses since children from low-income families are less likely to participate in organized activities, particularly those that require substantial time and monetary resources (Dearing et al, 2009;Simpkins et al, 2005). In addition, children from low-income families are more likely to show conduct problems than children from high-income families (Leventhal & Brooks-Gunn, 2011;Martin et al, 2010;McLoyd, 1998).…”

Applied Developmental Science, Social Justice, and Socio-Political Well-Being

“…For example, youth living in urban or rural environments where adult political participation is low and civic education opportunities to engage in clubs and teams is lacking, lag behind suburban adolescents in civic knowledge and civic participation (Dearing et al, 2009;Fauth, Roth, & Brooks-Gunn, 2007;Hart & Atkins, 2002;Morrissey & Werner-Wilson, 2005;Williams, Davis, Cribbs, Saunders, & Williams, 2002). In addition, living in unsafe, impoverished, conflict ridden, and stressful environments can produce civic marginalization by: a) robbing youth of a sense of trust toward adults (who are expected to protect them from harm); b) contributing to a lack of strong formal and informal structures to supervise teenage peer groups; and c) creating negative expectations toward the ability to implement positive and meaningful change in these communities (Balsano, 2005;Beyers, Goossens, Vansant, & Moors, 2003;Evans & Prilleltensky, 2005;Fisher, Jackson, & Villarruel, 1998;McLloyd & Wilson, 1991;Witherspoon, Schotland, Way, & Hughes, 2009).…”

Participation Patterns of Urban Preschoolers Attending Head Start

“…Young children living in low-income neighborhoods are less likely to participate in community activities due to unsafe neighborhood conditions and family resources (Bronfenbrenner & Morris, 1998;Dearing et al, 2009;Shonkoff & Phillips, 2000). Compared with their well-off peers, they spend less time playing outdoors and more time watching television and are less likely to participate in after-school activities (U.S. Census Bureau, 2010), subsequently missing out on opportunities to enhance their social and academic competencies.…”