Gender Differences in the Impact of North Carolina’s Early Care and Education Initiatives on Student Outcomes in Elementary School

Muschkin, Clara G.; Ladd, Helen F.; Dodge, Kenneth A.

doi:10.1177/0895904818773901

Cited by 11 publications

(5 citation statements)

References 48 publications

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“…The current findings indicate that although many faced social stigma and social bias due to their gender roles in the nursing profession [ 6 , 40 ], many overcame the discrimination, social stigma, and social bias due to their strong sense of belonging from their childhood experiences and personal goals. First, many of the participants indicated that their sense of belonging (i.e., being a male nursing professional) was always established and firmed due to their positive early life experiences in their hometown [ 65 ]. Previous studies [ 40 , 43 , 66 , 67 , 68 , 69 ] indicated that individuals often selected their career developments due to their positive early childhood experiences, parental influences, and personal goals.…”

Section: Discussionmentioning

confidence: 99%

Male Nursing Practitioners and Nursing Educators: The Relationship between Childhood Experience, Social Stigma, and Social Bias

Santos

2020

IJERPH

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The population of nurses and nursing educators is facing significant human resource shortages. One of the pathways to combat this shortage is to recruit male individuals. However, due to social bias and social stigma, the social context may prevent male individuals from joining. There are two purposes of this study. First, this study aims to explore how the childhood experiences of these male nursing practitioners and nursing educators influence their educational decision. Second, from the perspectives of male nursing practitioners and nursing educators, the study aims to explore how the participants describe the relationships between their childhood experiences and lived stories. Based on Interpretative Phenomenological Analysis, the researcher collected data from 10 experienced male nursing practitioners and nursing educators in the United States. The general inductive approach was employed to categorize the themes. The results indicated that early life experiences, positive working experiences, and sense of belonging in the field of nursing always allowed the participants to overcome the social bias and stigma regarding the occupational bias of the nursing profession. The outcomes of this study provide clear recommendations to educators, policymakers, school leaders, and human resource planners to encourage gender social justice and improve their current curriculum for potential nursing professionals.

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Section: Discussionmentioning

confidence: 99%

Male Nursing Practitioners and Nursing Educators: The Relationship between Childhood Experience, Social Stigma, and Social Bias

Santos

2020

IJERPH

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“…Gray-Lobe et al (2021) found that effects of the Boston Public Schools pre-k program on college enrollment, SAT-taking, and disciplinary outcomes were larger for boys than for girls. Similarly, previous work on NC Pre-K has also found that effects were largest for boys (Muschkin et al, 2020). In the current study, we test whether male or female students benefit more from NC Pre-K availability.…”

Section: Sexmentioning

confidence: 62%

Understanding Heterogeneity in the Impact of Public Preschool Programs

Watts

Jenkins

Dodge

et al. 2023

Monographs Society Res Child

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We examine the North Carolina Pre‐K (NC Pre‐K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre‐k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre‐k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non‐Hispanic, 29% Black non‐Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county‐level funding for NC Pre‐K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre‐K funding was defined as the per‐4‐year‐old‐child state allocation of funds to a county in a year. Regression models included child‐level and county‐level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre‐K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre‐K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre‐k experience, consistent with a compensatory model where pre‐k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre‐K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre‐K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre‐k scale‐up and developmental theory are discussed.

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“…Boys seem to benefit more from formal childcare "in general", with more positive impacts in favour of boys emerging when formal care is introduced after age 3, and especially for boys coming from disadvantaged families (see Datta Gupta and Simonsen 2010; Muschkin et al 2018), even though this second aspect is even less investigated. Studies that take into account simultaneously gender and SES differences are indeed a minority.…”

Section: Discussion and Interpretationmentioning

confidence: 99%