Family Structure and the Risk of a Premarital Birth

Wu, Lawrence; Martinson, Brian C.

doi:10.2307/2095967

Cited by 386 publications

(380 citation statements)

References 52 publications

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“…[OR: 4.139, (95% CI: 2.945-5.817), p=0.010). This is in agreement with the hypothesis put forward by Wu and Martinson [18] to the effect that there could be a relationship between family size and personality, emotional and social development, less interaction between siblings, parental supervision and manner in which resources are allocated. This has been corroborated by studies by Nye et al in [19], which have shown an increased relationship between family size and such variables as family affection, emotional adjustment of children, intelligence and achievement.…”

Section: Discussionsupporting

confidence: 92%

Variables Influencing Premarital Sex among Secondary School Adolescents in Anambra State, Nigeria

Ojinaka¹,

Ndie²

2017

J Comm Pub Health Nurs

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Section: Discussionsupporting

confidence: 92%

Variables Influencing Premarital Sex among Secondary School Adolescents in Anambra State, Nigeria

Ojinaka¹,

Ndie²

2017

J Comm Pub Health Nurs

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“…It is more likely subsequent to a parental divorce (condition 1) and is associated with high levels of parenting stress and lower-quality parent-child relationships leading to lower attainment among children (condition 2) (Beck et al 2010;Cavanagh, Crissey, and Raley 2008;Cavanagh and Huston 2006;Halpern-Meekin and Turney 2016;Lee and McLanahan 2015;Osborne and McLanahan 2007;Thomson and McLanahan 2012;Waldfogel, Craigie, and Brooks-Gunn 2010;Wu and Martinson 1993;Wu and Thomson 2001). Instability is likely to vary across families.…”

Section: Mediating Effects Of Parental Divorce On Children's Outcomesmentioning

confidence: 99%

“…Nevertheless, the negative consequences for children experiencing family disruption endured (Amato 2001;McLanahan, Tach, and Schneider 2013). A substantial literature links parental divorce to lower levels of children's educational attainment, particularly high school completion (e.g., Amato 2001;Fomby and Cherlin 2007;Lang and Zargorsky 2001;Lee and McLanahan 2015;McLanahan and Percheski 2008;McLanahan, Tach, and Schneider 2013;Seltzer 1994;Sigle-Rushton and McLanahan 2004;Waldfogel, Craigie, and Brooks-Gunn 2010;Wu and Martinson 1993). 1 Scholars studying the causal effects of parental divorce on children have primarily relied on observational data, as divorce is a social phenomenon not subject to experimental manipulation.…”

Section: Introductionmentioning

confidence: 99%

Unequal Families, Unequal Effects: How Parental Divorce Differentially Impacts Children's Educational Attainment

Brand¹,

Moore²,

Song³

et al. 2017

Preprint

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A substantial literature suggests that family disruption leads to lower educational attainment among children. We focus on how the effects of parental divorce on children's education differ across families with varying likelihoods of disruption. Using U.S. panel data, with careful attention to the assumptions and methods needed to estimate total and mediating causal effects, we find a significant effect of parental divorce on educational attainment among children whose parents were unlikely to divorce, for whom divorce was thus a relative shock. We find no effect among children whose parents were likely to divorce and for whom divorce was one of many disadvantages, and thus less economically and socially disruptive. We also find that the observed effect of divorce on children's education is strongly mediated by post-divorce family income. Children's psychosocial skills also explain a portion of the effect among children with a low propensity for parental divorce, while cognitive skills play no role in explaining the negative association between divorce and children's education. Our results suggest that family disruption does not uniformly disrupt children's attainment. UNEQUAL FAMILIES, UNEQUAL EFFECTS:HOW PARENTAL DIVORCE DIFFERENTIALLY IMPACTS CHILDREN'S EDUCATIONAL ATTAINMENT Family disruption has long been implicated as a critical event impacting the lives of children.Parental divorce negatively affects a variety of children's outcomes, including psychological wellbeing and academic achievement (see McLanahan, Tach, and Schneider [2013] for a review).Highly-cited research has shown that divorce is negative for children's educational attainment Prior research has also largely overlooked how the predisposition to experience parental divorce may condition the mechanisms by which parental divorce impacts children's education.We assess the degree to which decreased educational attainment among children in response to parental divorce is mediated by three factors: post-divorce family instability, family economic resources, and children's skills. Our study is thus motivated by two central aims. First, we assess how the effects of parental divorce vary across families with varying likelihoods, or propensities, of disruption. We hypothesize that family "disruption" is not uniformly disruptive. For some, such events require no more than a modicum of social-psychological and behavioral response. For others, such events are 3 unexpected shocks and necessitate considerable adjustment. The degree of disruption varies by the likelihood and corresponding expectation that such events will occur. Through examining heterogeneity in the effects of divorce by the observed likelihood that children experience a parental divorce, we shed new light on subpopulations for whom the causal effects of divorce may be considerable, modest, or even absent. Second, once we establish how total effects vary across families, we assess several key mediating effects, or mechanisms through which parental divorce affects children's educatio...

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“…Loss of parental control theories emphasize trauma --perhaps the loss of a parent due to death or divorce, perhaps the number of transitions from one residence to another or from one family structure to another (Wu and Martinson, 1993). Economic theories typically emphasize human capital, focusing on the access of children to money and time; but the gap between economic theories, on the one hand, and sociological and psychological theories, on the other, is substantially narrowed if the crucial variable is parental time spent nurturing children rather than expenditure on books or child care.…”

Section: Chapter Two:-2 Review Of Related Literaturementioning

confidence: 99%

Family Structure and Child Victimization as Predictors of Children’s Academic Achievement in Primary Schools of Ilubabora ZONE.IMPLICATION for Academic Achievement.

Refu¹,

Getahun²,

Shiferaw.³

2017

IJAR

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This study was conducted to investigate the relative importance of family structure and child victimization in predicting children`s academic achievement in primary school in Ilubabor Zone. The respondents for this study were 620 students" and 20 teachers. A survey was conducted by using a child victimization questionnaire for gathering information about child victimization to examine its effect on academic performance of children, the academic performance was gauged by the result of their Mathematics and English subject achievement result and FGD items developed by researchers. Bivariate correlation, mean score and standard deviation was used to investigate the correlation between family structure, child victimization and academic achievement and to examine difference in academic achievement as a result of family structure respectively. On the other hand, multiple regression and independent t-test were employed to analyze the relative contribution of family structure and child victimization on children academic achievement. Besides, the data from FGD was analyzed qualitatively and presented accordingly. The results of the study revealed the correlation between family structures and children academic achievement. The academic achievement of children"s from Stepparent (M = 15.744) and single parent household (M = 17.53) were significantly different from nuclear family (M = 18.71). The analysis result by multiple regression indicated that there is statistically significant relationship between nuclear family structure and children academic achievement score (t = 10.440, p <.001) as a result of victimization and there is statistically significant relationship between single biological family structure and students academic achievement score (t = 8.575 p < .001) as a result of child victimization and the result also indicated that there is no statistically significant relation between step family structure and students academic achievement score (t = -6.52, p >.05) as a result of victimization. Finally, it was found out that girls perform better than the male in English subject but as a result of family structure impact they perform less than male. Eventually, conclusions, recommendations and areas of further research were forwarded based on the major findings to enhance academic achievement of children from step family and single biological family.

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Family Structure and the Risk of a Premarital Birth

Cited by 386 publications

References 52 publications

Variables Influencing Premarital Sex among Secondary School Adolescents in Anambra State, Nigeria

Variables Influencing Premarital Sex among Secondary School Adolescents in Anambra State, Nigeria

Unequal Families, Unequal Effects: How Parental Divorce Differentially Impacts Children's Educational Attainment

Family Structure and Child Victimization as Predictors of Children’s Academic Achievement in Primary Schools of Ilubabora ZONE.IMPLICATION for Academic Achievement.

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