Expanding notions of social reproduction: Grandparents’ educational attainment and grandchildren's cognitive skills

Ferguson, Jason L.; Ready, Douglas D.

doi:10.1016/j.ecresq.2010.10.001

Cited by 34 publications

(29 citation statements)

References 36 publications

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“…Analytically, we addressed the issue of selection on observed characteristics (including prior outcomes) by using propensity-score, weighted regression, an approach that is becoming more widely used in non-experimental evaluation (see Imbens & Wooldridge, 2009 for a detailed review of recent developments in techniques for program evaluation; Williamson, Morley, Lucas, & Carpenter, 2012 for an excellent non-technical discussion of propensity score methods; and Ferguson & Ready, 2011, and Ryan, Johnson, Rigby, & Brooks-Gunn, 2011 for recent applications in early childhood research).…”

Section: Methodsmentioning

confidence: 99%

The Child and Adult Care Food Program and the nutrition of preschoolers

Korenman

Abner

Kaestner

et al. 2013

Early Childhood Research Quarterly

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Children spend a considerable amount of time in preschools and child care centers. As a result, these settings may have an influence on their diet, weight, and food security, and are potentially important contexts for interventions to address nutritional health. The Child and Adult Care Food Program (CACFP) is one such intervention. No national study has compared nutrition-related outcomes of children in CACFP-participating centers to those of similar children in non-participating centers. We use a sample of four-year old children drawn from the Early Childhood Longitudinal Study, Birth Cohort to obtain estimates of associations between CACFP program participation and consumption of milk, fruits, vegetables, fast food, and sweets, and indicators of overweight, underweight status and food insecurity. We find that, among low-income children, CACFP participation moderately increases consumption of milk and vegetables, and may also reduce the prevalence of overweight and underweight. Effects on other outcomes are generally small and not statistically significant.

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Section: Methodsmentioning

confidence: 99%

The Child and Adult Care Food Program and the nutrition of preschoolers

Korenman

Abner

Kaestner

et al. 2013

Early Childhood Research Quarterly

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“…The lengthening life span, parental divorce, and remarriage enhance grandparents’ involvement in the lives of grandchildren (Bengtson 2001; Bengtson, Biblarz, and Roberts 2002; Bengtson, Putney, and Harris 2013; Ferguson and Ready 2011; Mare 2011). Grandparents provide emotional, “in-kind,” and financial support to young families, they serve as role models to grandchildren, they contribute to cross-generational family solidarity and to the maintenance of religious traditions (Bengtson and Harootyan 1994; Bengtson, et al, 2013; King and Elder 1997).…”

Section: Intergenerational Influence: Four Conceptual Perspectivesmentioning

confidence: 99%

“…Escalating inequality in families has prompted growing interest in the intergenerational transmission of advantage (Beller and Haut, 2006; Bloome and Western 2011; Bowles, Gintis, and Groves 2008; Cunha and Heckman 2008; Ferguson and Ready 2011). Since educational attainment is a key ingredient for success in modern post-industrial economies (Ganzeboom, Treiman, and Ultree 1991), much attention focuses on how parents enable their children to be successful in this realm (Conger and Dogan 2007; Crosnoe, Mistry, and Elder 2002; Lareau 2003; Taylor, Clayton, and Rowley 2004).…”

mentioning

confidence: 99%

Familial Transmission of Educational Plans and the Academic Self-Concept

Mortimer

Zhang

et al. 2016

Soc Psychol Q

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This research investigates the social reproduction of inequality by drawing on prospective longitudinal data from three generations of Youth Development Study respondents. It examines intergenerational influence on the relatively unexplored academic self-concept as well as educational plans, a critical component of the status attainment model. A structural equation model, based on 422 3-generation triads, finds evidence that the sources giving rise to the development of children’s (Generation 3) achievement orientations do not only result from parental (G2) contemporaneous influence. Prior influences implicate grandparent (G1) educational attainment and income, grandparental expectations for the G2 adolescent, the G2 academic self-concept and educational plans measured more than twenty years earlier (in G2’s adolescence), and G2 educational attainment. A familial culture emphasizing academic self-confidence and high educational expectations may be an important component of “family capital” that supports educational attainment and contributes to the maintenance of social class position in each successive generation.

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“…This evidence indicates that the quality of early cognitive guidance mediates the relation between maternal education and child outcomes. This indirect relationship provides new insight into the mechanism of intergenerational transmission of education, when taking into account that previous studies have shown a direct effect of parents' as well as grandparents' educational level on children's school achievement (e.g., Ferguson & Ready, ; for cross‐cultural evidence, see OECD, ).…”

Section: Discussionmentioning

confidence: 94%

Maternal cognitive guidance and early education and care as precursors of mathematical development at preschool age and in ninth grade

Sorariutta

Silvén

2017

Infant and Child Development

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Finnish students' international success in mathematics has been largely explained by the high‐quality compulsory basic education system, while increasing evidence suggests that early childhood contexts can also promote development long before formal instruction begins. This study examined, in a sample of 66 mother–infant dyads, 2 early contextual precursors of later mathematical development at preschool age and at the end of comprehensive school. The path analyses showed that maternal autonomy support and scaffolding observed during joint play interactions in infancy, and time spent in various care contexts beyond infancy contributed more to variation in numerical skills than spatial skills tested at preschool age. Maternal autonomy supportive behaviours were related to differences in mathematics and other school grades collected in ninth grade, even after controlling for time spent in various care contexts. Moreover, joint play interactions mediated the relation between mothers' education and children's mathematical outcomes. The findings are discussed in relation to why early developmental contexts can provide an advantageous base for children's mathematical achievement in a society with a high‐quality education system. Highlights Does the quality of mother–infant interaction and amount of early childhood education and care beyond infancy predict children's mathematical development? Mothers' cognitive guidance observed during play predicted children's mathematics skills tested at preschool and assessed by teachers at 9th grade. Autonomy support and scaffolding in early developmental contexts can have far‐reaching influences on children's motivation and school achievement.

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Expanding notions of social reproduction: Grandparents’ educational attainment and grandchildren's cognitive skills

Cited by 34 publications

References 36 publications

The Child and Adult Care Food Program and the nutrition of preschoolers

The Child and Adult Care Food Program and the nutrition of preschoolers

Familial Transmission of Educational Plans and the Academic Self-Concept

Maternal cognitive guidance and early education and care as precursors of mathematical development at preschool age and in ninth grade

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