Who Lacks Support and Why? An Examination of Mothers' Personal Safety Nets

Harknett, Kristen; Hartnett, Caroline Sten

doi:10.1111/j.1741-3737.2011.00852.x

Cited by 101 publications

(128 citation statements)

References 40 publications

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“…Our results suggest that this is both because of the stigma attached to these classes, and because some mothers lack self-confidence, meaning they feared attendance (Apps et al, 2007) with some remaining isolated from sources of support (Harknett and Hartnett, 2011). In these areas, then, we see how a class culture is made in, and experienced through, place.…”

Section: Low-income Schoolsmentioning

confidence: 74%

“Any Advice is Welcome Isn't it?”: Neoliberal Parenting Education, Local Mothering Cultures, and Social Class

Holloway

Pimlott‐Wilson

2014

Environ Plan A

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Abstract. Geographers have shown considerable interest in neoliberal educational restructuring as states across the Global North have sought to respond to the challenges of economic change through the development of a skilled population. Existing research provides a wide-ranging analysis of the ways neoliberal states seek to shape individual citizens through their own learning. Greater attention now needs to be paid to new and developing ways in which they seek to influence the context in which future citizenworkers are raised. This paper focuses on parenting education which is growing across OECD countries. Social science critiques suggest that parenting classes are part of a professionalisation of parenting which has sought to impose middle-class mores on working-class parents, at the same time as parenting has been unwarrantedly cast as a context-free skill. This paper uses quantitative and qualitative data to explore the attitudes of parents of different social class positions to parenting education, tracing the ways these emerge in and through particular sociospatial contexts. The paper reveals the importance of local class-based cultures of mothering in influencing both the attitudes of individual mothers to parenting classes, and the success of neoliberal policy implementation in diverse socioeconomic neighbourhoods. In conclusion the paper emphasises: the importance of geographical research into newly emerging forms of education; the value of engaging with the subjects of neoliberal education policy because their attitudes influence its implementation in practice; and the need to set educational provision in its wider geographical context, as this can shape the success of policies delivered in and through educational institutions.

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Section: Low-income Schoolsmentioning

confidence: 74%

“Any Advice is Welcome Isn't it?”: Neoliberal Parenting Education, Local Mothering Cultures, and Social Class

Holloway

Pimlott‐Wilson

2014

Environ Plan A

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“…The construction of the questionnaire was informed by existing literature (Harknett and Hartnett 2011; Miller, Gordon, Daniele, and Diller 1992; Skrinda 2008) and the principal investigator’s experience in working with immigrant populations. The questions were designed to explore the four domains of House’s classification of social support (House 1981) that addressed issues related to mothers challenges in accessing both formal and informal social support and services, school/education system, accessing informational and perceptual support, access to informal social networks such as professional or semi-professional support and if mothers had any advice for other immigrant mothers with similar background.…”

Section: Methodsmentioning

confidence: 99%

Access Barriers to Services by Immigrant Mothers of Children with Autism in Canada

Khanlou

Haque

Mustafa

et al. 2017

Int J Ment Health Addiction

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Equal access for autism services remains suboptimal for diverse groups. In Canada, little is known about the barriers immigrant mothers face accessing services and support for their children with developmental disabilities. In this qualitative study, 21 immigrant mothers of children with Autism, from a diverse ethno cultural background, were interviewed in Toronto, Canada. We apply House’s (1981) four domains of social support to analyze findings. Structural support challenges, such as delays in diagnosis, fragmented and dispersed services were common, followed by instrumental challenges due to loss of social ties and stigma. Lack of expected support from partners, and negative perceptions of services, were identified as emotional and perceptive challenges. Focused attention is required to address inequalities within the context of current access pathways for autism.

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“…However, the coefficients and standard errors in the regression models should not be affected by non-weighting, since the models control for characteristics of the mothers that were used in creating the weights (Winship & Radbill, 1994), namely: family structure, maternal race (all Hispanic in this sample), maternal age, and SES (Carlson, 2008). This approach has been followed in other recent studies using the Fragile Families data (Bzostek & Beck, 2011; Harknett & Hartnett, 2011; Hohmann-Marriott & Amato, 2008). As also recommended in the literature, I calculate robust standard errors (Winship & Radbill, 1994).…”

Section: Methodsmentioning

confidence: 99%

Early childhood economic disadvantage and the health of Hispanic children

Schmeer

2012

Social Science & Medicine

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This research provides a longitudinal view of early childhood economic deprivation and its associations with health among young Hispanic children born in the United States. Of additional interest is whether economic deprivation is associated with child health similarly across all Hispanic children or whether associations differ by maternal nativity or country of origin. Fragile Families and Child Wellbeing data and multinomial logistic regression are used to estimate the effects of total years in poverty, material hardship, and lack of health insurance on Hispanic children’s health status at age 5 and change in health status between ages 1 and 5. Results show that multiple measures of early childhood economic deprivation have additive negative associations with Hispanic child health, and that living more years in poverty is associated with declining health status among young Hispanic children. Interaction effects indicate that early childhood poverty has stronger associations with lower age 5 health status and declining health between ages 1 and 5 for children with foreign-born Hispanic mothers than for those with native-born Hispanic mothers. No differences were found in the associations between economic deprivation and child health by maternal country of origin. These results suggest an important role of economic resources for protecting Hispanic child health, and that poor Hispanic children with immigrant mothers may be at particularly high risk of developing health problems as they move out of infancy and into early childhood.

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Who Lacks Support and Why? An Examination of Mothers' Personal Safety Nets

Cited by 101 publications

References 40 publications

“Any Advice is Welcome Isn't it?”: Neoliberal Parenting Education, Local Mothering Cultures, and Social Class

“Any Advice is Welcome Isn't it?”: Neoliberal Parenting Education, Local Mothering Cultures, and Social Class

Access Barriers to Services by Immigrant Mothers of Children with Autism in Canada

Early childhood economic disadvantage and the health of Hispanic children

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