Early childhood poverty and adult productivity and health

Duncan, Greg J.; Kalil, Ariel; Ziol‐Guest, Kathleen M.

doi:10.1017/cbo9781139814805.006

Cited by 16 publications

(22 citation statements)

References 17 publications

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“…Similar associations have been found between poverty and educational attainment (Campbell et al, 2004; Duncan, Kalil, & Ziol-Guest, 2008), with findings indicating that low parental income during early childhood and adolescence are particular points of vulnerability linked to lower educational attainment. Another set of outcomes associated with poverty is health outcomes, ranging from worse overall health during childhood (Currie & Lin, 2007), higher rates and earlier onsets of chronic conditions (asthma, diabetes, hearing, vision, and speech problems; Magnuson & Votruba-Drzal), and higher rates of mortality during adulthood (van den Berg, Lindeboom, & Portrait, 2005).…”

Section: Poverty and Its Relation To Maladaptive Child Outcomessupporting

confidence: 69%

Early-Starting Conduct Problems: Intersection of Conduct Problems and Poverty

Shaw

Shelleby

2014

Annu. Rev. Clin. Psychol.

107

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The current paper reviewed extant literature on the intersection between poverty and the development of conduct problems (CP) in early childhood. Associations between exposure to poverty and disruptive behavior were reviewed through the framework of models emphasizing how the stressors associated with poverty indirectly influence child CP by compromising parent psychological resources, investments in children’s welfare, and/or caregiving quality. We expanded upon the most well studied of these models, the family stress model, by emphasizing the mediating contribution of parent psychological resources on children’s risk for early CP, in addition to the mediating effects of parenting. Specifically, in we focused on the contribution of maternal depression, both in terms of compromising parenting quality and exposing children to even higher levels of stressful events and contexts. Implications of the adapted family stress model were then discussed in terms of its implications for the prevention and treatment of young children’s emerging CP.

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Section: Poverty and Its Relation To Maladaptive Child Outcomessupporting

confidence: 69%

Early-Starting Conduct Problems: Intersection of Conduct Problems and Poverty

Shaw

Shelleby

2014

Annu. Rev. Clin. Psychol.

107

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“…These interconnected factors are known as the web of causation in related disciplines, and mapping that web reflects a growing desire to intervene directly at the source of risk and vulnerability (Krieger, 1994). Over the years, these risk factors have become increasingly well documented; they include poverty (Ackerman & Brown, 2006Duncan & Brooks-Gunn, 2000Duncan, Kalil, & Ziol-Guest, 2010;Duncan, Magnuson, Kalil, & Ziol-Guest, 2012), limited access to resources such as education (McLoyd, 1998), systemic racism and discrimination (Murry et al, 2008;Harrell, 2000), and the intersection of these multiple influences (Braveman & Gottlieb, 2014;García-Coll et al, 1996). Increased understanding of the web has led to innovative programs to address threat factors before they occur (i.e., prevention programs) as well as to greater appreciation of the multivariate developmental contexts in which families exist.…”

mentioning

confidence: 99%

White Supremacy and the Web of Family Science: Implications of the Missing Spider

Walsdorf¹,

Jordan

McGeorge

et al. 2020

J of Family Theo & Revie

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Family science is at the forefront of understanding the multiple and interconnected risk and protective factors (e.g., poverty vs. wealth, racism and discrimination, privilege) that affect families and the contexts in which they live. In this article, we use the metaphor of spider and web to suggest that family science theorizing is missing an integral piece of the puzzle—the designer of the contexts that have become the field's object of study and intervention (Krieger, 1994). Who or what is this designer? Recognizing that the answer is necessarily complex, we propose a metaphorical spider of insidious influence: White supremacy. Pairing understandings garnered from decades of critical theorizing with a review of the family science literature, we hypothesize about the web of causation and interrogate this culprit. Finally, we offer implications for the consciousness and intentional addition of White supremacy to family science theorizing and methods.

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“…Although there are many factors that contribute to students’ success in learning to read with understanding, including genetics, home literacy environment, health, poverty, stress, preschool experiences, parenting, and peers (Bronfenbrenner and Morris 2006; Duncan et al 2008; Pianta et al 2007; Skibbe et al 2012; Taylor et al 2010), how we teach students to read for understanding and what we teach them impacts their learning. New policies, and particularly the Common Core State Standards (http://www.corestandards.org) and the focus on college and career readiness will make increasing demands on students’ abilities to read more difficult informational and expository text in addition to narrative text.…”

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confidence: 99%

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade

et al. 2014

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This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.

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Early childhood poverty and adult productivity and health

Cited by 16 publications

References 17 publications

Early-Starting Conduct Problems: Intersection of Conduct Problems and Poverty

Early-Starting Conduct Problems: Intersection of Conduct Problems and Poverty

White Supremacy and the Web of Family Science: Implications of the Missing Spider

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade

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