Work characteristics and fathers' vocabulary to infants in African American families

Pancsofar, Nadya; Vernon–Feagans, Lynne; Odom, Erika

doi:10.1016/j.appdev.2012.11.005

Cited by 10 publications

(11 citation statements)

References 77 publications

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“…On the other hand, when considering all factors together, only the fathers' educational level and working status appear to be associated with the children's I-BST performance. These data are noteworthy and further support previous reports on the effect of fathers' vocabulary and employment on language development of their children [22,23,24,27]. In addition, the findings suggest that fathers' educational level and working status might play a role in the development of children's narrative abilities.…”

Section: Discussionsupporting

confidence: 80%

“…In particular, parents' work environments impact child development through their influence on family processes including the interactional contexts in which children learn much of their earliest language [26]. A recent study by Pancsofar et al [27] found that fathers' employment influences the vocabulary input of their children. It seems, therefore, important to take into consideration both years of education and parents' employment when analyzing factors associated with narrative abilities.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

Mozzanica

Ambrogi

Salvadorini

et al. 2016

Folia Phoniatr Logop

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Objective: Only limited and conflicting information is available regarding the relationship between socioeconomic status (SES) and narrative abilities. Besides, the role fathers' SES plays in the development of their children's narrative abilities has never been investigated. The aim of this study was to analyze the relationship between fathers' and mothers' SES and narrative abilities of their children assessed with the Italian version of the Bus Story Test (I-BST). Subjects and Methods: A total of 505 normally developing Italian children were enrolled in the study. Information regarding parents' educational level and employment was collected for each child. Narrative abilities were evaluated using the I-BST. The relationships between parents' employment, educational level, and I-BST scores were analyzed by univariate and multivariate regression analysis. Results: In univariate analysis, both fathers' and mothers' education and employment were associated with most I-BST subscale scores, especially when higher educational and employment levels were contrasted with the lowest educational and employment levels. In multiple regression analysis, significant associations were found only between the fathers' working status and educational level and I-BST subscale scores. Conclusions: Parental education and employment might impact narrative abilities of children. When both fathers' and mothers' SES variables are considered together, only fathers' education and working status seemed to be associated with I-BST scores.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

Mozzanica

Ambrogi

Salvadorini

et al. 2016

Folia Phoniatr Logop

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“…Over the past several decades, there has been an increase in research on father involvement in children’s education and learning (Cabrera & Tamis-LeMonda, 2014; Lamb, 2010). Recent research has moved away from unidimensional characterizations of fathers that focused on father presence or absence to a broader consideration of the many roles fathers play in the developmental and educational experiences of their children (Lamb, 2010; Pancsofar, Vernon-Feagans, Odom, & The Family Life Project Investigators, 2013). However, this extant literature remains almost exclusively focused on fathers of typically developing children, while very few studies have considered the school involvement experiences of fathers of children with disabilities, and even fewer studies considering fathers of children with complex disabilities.…”

mentioning

confidence: 99%

“What I Want to Do as a Father Is Be There”: Constructions of School Involvement for Fathers of Children with Complex Disabilities

Pancsofar

Petroff

Rao

et al. 2019

Research and Practice for Persons with Severe Disabilities

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Fathers of children with complex disabilities can play an important role in the development and learning of their children; however, very little is known about their school involvement experiences. We conducted semi-structured interviews with 15 fathers of children with complex disabilities to learn how these fathers perceived their involvement in their children’s education and schooling. Fathers constructed their school involvement with a consideration of their work and co-parenting experiences. Their employment was perceived as a form of indirect involvement in their children’s education, but could also be associated with barriers to more direct school involvement. Fathers also discussed the role of the co-parenting relationship in their school experiences and identified several factors that contributed to a greater involvement of mothers in school settings. Among these were a perceived unique expertise of mothers and school environments that were more welcoming to mothers. They also discussed some potentially negative ramifications of being less involved in school settings, compared with mothers.

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“…However, recent studies on paternal language have shown that fathers also contribute to their children's language development (e.g. Tamis-LeMonda, Shannon, Cabrera, & Lamb, 2004;Duursma, Pan, & Raikes, 2008;Pancsofar & Vernon-Feagans, 2006, 2010Pancsofar et al, 2013;Duursma, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Socioeconomic Status on Parents’ Dialogicality

Cengiz¹

2016

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Parent level of education makes important contributions to the linguistic development of children (Hoff, 2003). This cross-sectional study, focusing on the link between families' socioeconomic status (SES) and their language use, aims to investigate whether parents' levels of SES influence their interaction styles with their children in terms of dialogicality. Dialogicality refers to "the ways in which one speaker's concrete utterances come into contact with the utterances of another" (Wertsch, 1991: p. 54). Research suggests that when adults give children opportunities of dialogicality and let them become active participants during conversations, i.e. when the interactions are more dialogic, children show greater language gains (Whitehurst & Lonigan, 1998). Within this context, this study is an attempt to explore how and to what extent parents from different socioeconomic backgrounds encourage their preschoolers to become more active in their interactions. Ten families differing in SES were audio-taped in their homes for about 15 minutes in the toy play context with their five-year-old children. The transcriptions were coded as exchanges, and then each exchange was coded as an II or IR or IRF pattern according to Sinclair & Coulthard's spoken discourse model which was developed in 1975. The model, consisting of three-part exchanges: Initiation, Response, and Feedback, known as IRF, was developed through the application of transcripts taken from primary school classroom settings in the 1970's. Focusing on these parentpreschooler dialogues, this study tried to find out whether families' interaction styles differentiate depending on their SES; thus, which children were encouraged more to become active speakers before starting their formal education. The results show that SES has a crucial effect upon parents' dialogicality, that is, high SES parents' interaction styles are much more dialogic.

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Work characteristics and fathers' vocabulary to infants in African American families

Cited by 10 publications

References 77 publications

The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

The Relationship between Socioeconomic Status and Narrative Abilities in a Group of Italian Normally Developing Children

“What I Want to Do as a Father Is Be There”: Constructions of School Involvement for Fathers of Children with Complex Disabilities

The Effect of Socioeconomic Status on Parents’ Dialogicality

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