Family processes as pathways from income to young children's development.

Linver, Miriam R.; Brooks‐Gunn, Jeanne; Kohen, Dafna

doi:10.1037/0012-1649.38.5.719

Cited by 618 publications

(517 citation statements)

References 110 publications

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“…In line with previous studies (e.g. Linver et al, 2002;Tamis-LeMonda et al, 2004), responsiveness (PPVT: z = 3.9, p<0.001; VCR: z = 2.4, p = 0.016), involvement (PPVT: z = 3.4, p<0.001), and family dysfunction (PPVT: z = 2.9, p = 0.004; VCR: z = 2.0, p = 0.048) were all significant mediators of maternal education. Responsiveness (PPVT: z = 3.9, p<0.001; VCR: z = 2.5, p = 0.012), involvement (PPVT: z = 3.3, p<0.001; VCR: z = 2.3, p = 0.023) and family dysfunction (PPVT: z = 2.9, p = 0.004; VCR: z = 2.0, p = 0.042) were also significant mediators of family income.…”

Section: Mediation Under Different Prenatal Smoking and Birth Weightsupporting

confidence: 93%

Interrelations between maternal smoking during pregnancy, birth weight and sociodemographic factors in the prediction of early cognitive abilities

Huijbregts

Séguin

Zelazo

et al. 2006

Infant and Child Development

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Maternal prenatal smoking, birth weight and sociodemographic factors were investigated in relation to cognitive abilities of 1544 children (aged 3.5 years) participating in the Québec Longitudinal Study of Children's Development. The Peabody Picture Vocabulary Test (PPVT) was used to assess verbal ability, the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) block design test to assess visuospatial ability, and the Visually Cued Recall (VCR) task to assess short-term memory. Prenatal smoking was related to performance on the WPPSI-R, the PPVT, and the VCR, although it did not independently predict any cognitive ability after maternal education was taken into account. Birth weight was a more robust predictor of all outcome measures and independently predicted VCR-performance. Birth weight interacted significantly with family income and maternal education in predicting visuospatial ability, indicating a greater influence of birth weight under relatively poor socio-economic conditions. Parenting and family functioning mediated associations between maternal education/family income and cognitive task performance under different birth weight conditions, although there were indications for stronger effects under relatively low birth weight. We conclude that investigations of moderating and mediating effects can provide insights into which children are most at risk of cognitive impairment and might benefit most from interventions.

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Section: Mediation Under Different Prenatal Smoking and Birth Weightsupporting

confidence: 93%

Interrelations between maternal smoking during pregnancy, birth weight and sociodemographic factors in the prediction of early cognitive abilities

Huijbregts

Séguin

Zelazo

et al. 2006

Infant and Child Development

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“…However, results of multivariate analyses show that, although children from more highly educated families outperformed their counterparts from less educated families, the impact of parental education on children's school performance was far from exhaustive and substantively comparatively small (for similar findings see Barone 2006). 1 Yet, the impact of parental education on children's educational performance increased with the number of educational and cultural resources available in a household, a finding in line with the theory that parental education influences children's educational achievement indirectly through home learning environments (Linver et al 2002).…”

Section: Discussionsupporting

confidence: 62%

Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations

Burger

Walk

2016

Soc Psychol Educ

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Research has shown that parents tend to pass educational advantage or disadvantage on to their children. However, little is known about the extent to which the intergenerational transmission of education involves children's agency. In this study we drew from two traditions in sociological and social psychological theorizing -the theory of cultural and social reproduction and the theory of human agency -to examine whether agency influences children's educational performance, and if so, whether this influence can be observed among children across social classes. We used data from the Spanish sample of the Program for International Student Assessment (N = 25,003 15-year-olds). Results indicate that the level of child agency was weakly positively related to social class, that child agency impacted on a child's educational performance, and that the positive effect of agency on educational performance did not vary by social class. This suggests that strategies to enhance disadvantaged children's agency may prove useful in reducing social gradients in educational performance. More generally, our findings may ignite a debate about the role that social structure and human agency play in shaping social inequality and mobility.

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“…Risk exposure was a modest to strong predictor of selected aspects of parenting, but the magnitude of these associations varied somewhat as a function of factors that partly defined these rural low-income areas: region, ethnicity, and geographic isolation. As reported in previous studies, families with more risk factors tended to provide fewer learning and literacy activities (Fuligni et al, 2004;Morrison & Cooney, 2002), be less warm and engaged and harsher when interacting with the infant (Duncan & Brooks-Gunn, 2000;Krishnakumar & Black, 2002;Linver et al, 2002), and use a less diverse vocabulary when talking with the infant (Hart & Risley, 1995). Furthermore, cumulative risk exposure was a slightly stronger negative predictor of engaged parenting and learning and literacy activities in the NC Black South than in the PA Appalachian region.…”

Section: Discussionmentioning

confidence: 73%

Cumulative Social Risk, Parenting, and Infant Development in Rural Low-Income Communities

2008

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SynopsisObjective-The extent to which the severity of exposure to social risk is related to parenting and cognitive development in the first 15 months of an infant's life was studied in a representative diverse sample of families in two rural poor regions in the United States.Design-One thousand two hundred ninety-two families were followed for the first 15 months of the infant's life.Results-Evidence supported a pathway from risk severity through maternal sensitivity and warmth, language and learning activities, and maternal language to child outcomes, with the language and learning activities providing the most consistent independent prediction. Race, age, and geographic isolation moderated the associations between risk and different aspects of parenting. Both level and change in maternal engagement, maternal language input, and overall learning environment were related to early cognitive development. Cumulative risk measured as the mean of risk variables was a stronger predictor of parenting and infant development than when measured as the count of risk factors.Conclusion-Severity of risk exposure is negatively related to parenting and to child development for infants as young as 15 months of age. This study provides evidence supporting a pathway from risk severity through parenting to child outcomes and suggests that both initial parenting skills and change in parenting skills during infancy predict infants' cognitive skills. IntroductionFamily poverty and related social risk factors often have been linked to a variety of poor outcomes for young children (Hart & Risley, 1995;Campbell & Ramey, 1994; NICHD Early Child Care Research Network [ECCRN], 2005;Vernon-Feagans, 1996), especially if poverty and its attendant social risks are experienced during infancy (Duncan & Brooks-Gunn, 2000) or in families isolated in a rural setting (Brody & Flor, 1998). Most hypothesized process models include pathways from poverty and attendant risks through proximal parenting processes to child outcomes to explain why poverty impacts children's development (Sameroff & Fiese, 2000); however, this work has not identified specific aspects of parenting that serve as mediators. The current study was designed to address four issues relating exposure to social Copyright of Parenting: Science & Practice is the property of Lawrence Erlbaum Associates and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. NIH Public Access Author ManuscriptParent Sci Pract. Author manuscript; available in PMC 2009 November 16. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript risk in infancy to different aspects of early parenting and to early cognitive development for infants and their families in rural low-income communities.Cumulative risk models, first proposed by Rutter (1979) and Garmezy, Masten, and Tellegen (1984), were developed to take into account the high...

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Family processes as pathways from income to young children's development.

Cited by 618 publications

References 110 publications

Interrelations between maternal smoking during pregnancy, birth weight and sociodemographic factors in the prediction of early cognitive abilities

Interrelations between maternal smoking during pregnancy, birth weight and sociodemographic factors in the prediction of early cognitive abilities

Can children break the cycle of disadvantage? Structure and agency in the transmission of education across generations

Cumulative Social Risk, Parenting, and Infant Development in Rural Low-Income Communities

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