<Emphasis Type="Bold">Increasing Inequality in Parent Incomes and Children’s Schooling</Emphasis>

Income inequality and the achievement test score gap between high- and low-income children increased dramatically in the United States beginning in the 1970s. This article investigates the demographic (family income, mother’s education, family size, two-parent family structure, and age of mother at birth) underpinnings of the growing income-based gap in schooling using data from the Panel Study of Income Dynamics. Across 31 cohorts, we find that increases in the income gap between high- and low-income children account for approximately three-quarters of the increasing gap in completed schooling, one-half of the gap in college attendance, and one-fifth of the gap in college graduation. We find no consistent evidence of increases in the estimated associations between parental income and children’s completed schooling. Increasing gaps in the two-parent family structures of high- and low-income families accounted for relatively little of the schooling gap because our estimates of the (regression-adjusted) associations between family structure and schooling were surprisingly small for much of our accounting period. On the other hand, increasing gaps in mother’s age at the time of birth accounts for a substantial portion of the increasing schooling gap: mother’s age is consistently predictive of children’s completed schooling, and the maternal age gap for children born into low- and high-income families increased considerably over the period.     

Back to School: Racial and Gender Differences in Adults’ Participation in Formal Schooling, 1978–2013

Trends and gaps in educational attainment by race and gender have received much attention in recent years, but reports of these trends have generally focused on traditional-age college students. Little is known about whether and how enrollment in formal schooling among older adults (between 29 and 61 years old) has changed over time. In this article, I draw on Current Population Survey data from 1978 to 2013 to provide the most comprehensive analysis of trends in adults’ formal school enrollment by demographic group to date. Results indicate that adult black women in particular have seen relatively high growth rates in their enrollment. Black women were 85 % more likely to enroll in 2011 and 46 % more likely in 2013 than they were in 1978. Their growing advantage relative to other racial-gender groups owes largely to their increasing educational attainment rates overall, given the relationship between prior schooling and enrollment later in life. Taken together, this article’s findings suggest that adult enrollment is at once equalizing and disequalizing. On the one hand, it has the potential to narrow the gaps between those with some college experience and those with a four-year degree. On the other hand, patterns of adults’ participation in formal education are widening educational gaps between those with and without traditional-age college experience.     

Family size and children’s education in Vietnam

Data from the nationally representative 1994 Inter-Censal Demographic Survey are used to examine the association between family size and children s schooling in Vietnam. The data provide information on several education measures for all children over age 10, including children no longer residing in the household. Although a clear inverse bivariate association between family size and children s school attendance and educational attainment is evident, multivariate analysis controlling for urban/rural residence, region, parents’ education, household wealth, and child’s age, reveals that much of this association, especially that predicting educational attainment, is attributable to these other influences. Moreover, much of the effect that remains after statistical adjustment for the other influences is seen mainly at the largest family sizes. We consider the implications of these findings for current population policy in Vietnam and the possible features of the Vietnamese context that might account for the modest association.     

Children and the Elderly: Wealth Inequality Among America’s Dependents

Life cycle theory predicts that elderly households have higher levels of wealth than households with children, but these wealth gaps are likely dynamic, responding to changes in labor market conditions, patterns of debt accumulation, and the overall economic context. Using Survey of Consumer Finances data from 1989 through 2013, we compare wealth levels between and within the two groups that make up America’s dependents: the elderly and child households (households with a resident child aged 18 or younger). Over the observed period, the absolute wealth gap between elderly and child households in the United States increased substantially, and diverging trends in wealth accumulation exacerbated preexisting between-group disparities. Widening gaps were particularly pronounced among the least-wealthy elderly and child households. Differential demographic change in marital status and racial composition by subgroup do not explain the widening gap. We also find increasing wealth inequality within child households and the rise of a “parental 1 %.” During a time of overall economic growth, the elderly have been able to maintain or increase their wealth, whereas many of the least-wealthy child households saw precipitous declines. Our findings suggest that many child households may lack sufficient assets to promote the successful flourishing of the next generation.     

Sharing the wealth: The effect of siblings on adults’ wealth ownership

Inequality in wealth has been well-documented, but its causes remain uncertain. Family processes in childhood are likely to shape adults' wealth accumulation, but these factors have attracted little attention. I argue that family size matters: children from larger families accumulate less wealth than do those from smaller families. Siblings dilute parents' finite financial resources and nonmaterial resources, such as time. This diminishment of resources reduces educational attainment, inter vivos transfers, and inheritance. Reduced educational attainment and transfers alter financial behavior; saving; and, ultimately, adults' wealth. I demonstrate that sibship size is associated with lower overall wealth in adulthood and that parents' resources and education, respondent's education, financial transfers, and financial behavior all mitigate the effect of siblings. Sibship size also reduces the likelihood of receiving a trust account or an inheritance and decreases home- and stock ownership. The findings provide important insights into early family processes that shape wealth accumulation and inequality.     

Explaining the Gender Wealth Gap

To assess and explain the United States’ gender wealth gap, we use the Wisconsin Longitudinal Study to examine wealth accumulated by a single cohort over 50 years by gender, by marital status, and limited to the respondents who are their family’s best financial reporters. We find large gender wealth gaps between currently married men and women, and between never-married men and women. The never-married accumulate less wealth than the currently married, and there is a marital disruption cost to wealth accumulation. The status-attainment model shows the most power in explaining gender wealth gaps between these groups explaining about one-third to one-half of the gap, followed by the human-capital explanation. In other words, a lifetime of lower earnings for women translates into greatly reduced wealth accumulation. After controlling for the full model, we find that a gender wealth gap remains between married men and women that we speculate may be related to gender differences in investment strategies and selection effects.     

Can Increased Educational Attainment Among Lower-Educated Mothers Reduce Inequalities in Children’s Skill Development?

A rich tradition of stratification research has established a robust link between mothers’ education and the skills in children that forecast children’s own mobility. Yet, this research has failed to consider that many U.S. women are now completing their education after having children. Such a trend raises questions about whether increases in mothers’ educational attainment can improve their children’s skill development and whether these gains are enough to reduce inequalities in skills compared with children whose mothers completed the same degree before they were born. To answer these questions, we draw on a nationally representative sample of mothers and children participating in the National Longitudinal Surveys (NLSY79 and CNLY), random- and fixed-effects techniques, and repeated measures of children’s cognitive and noncognitive skills. Contrary to existing research and theory, our results reveal that educational attainment obtained after children’s births is not associated with an improvement in children’s skills. Such findings offer substantial refinement to a long-standing model of intergenerational mobility by suggesting that the intergenerational returns to mother’s education are weaker when education is acquired after children are born. Results also highlight the limits of two-generation policy approaches to reducing inequality in future generations.     

The Black Gender Gap in Educational Attainment: Historical Trends and Racial Comparisons

It is often asserted that the gender gap in educational attainment is larger for blacks than whites, but historical trends comparing the black and white gender gap have received surprisingly little attention. Analysis of historical data from the U.S. census IPUMS samples shows that the gender gap in college completion has evolved differently for whites and blacks. Historically, the female advantage in educational attainment among blacks is linked to more favorable labor market opportunities and stronger incentives for employment for educated black women. Blacks, particularly black males, still lag far behind whites in their rates of college completion, but the striking educational gains of white women have caused the racial patterns of gender differences in college completion rates to grow more similar over time. While some have linked the disadvantaged position of black males to their high risk of incarceration, our estimates suggest that incarceration has a relatively small impact on the black gender gap and the racial gap in college completion rates for males in the United States.     

Environmental bottlenecks in children’s genetic potential for adult socio-economic attainments: Evidence from a health shock

This paper explores gene–environment interactions—interactions between family environments and children’s genetic predispositions—in determining educational attainment. The central question is whether poor childhood family environments reduce children’s ability to leverage their genetic gifts to achieve high levels of educational attainment—are there important ‘bottlenecks’ for poor children? The multigenerational information and genetic data contained in the United States’ Health and Retirement Study are used to separate two mechanisms for intergenerational transmission of socio-economic status: genetic endowments and family environments. Using parental in utero exposure to the 1918–19 influenza pandemic as a source of quasi-experimental variation in family environments (that did not affect children’s genetic endowments), I estimate interactions between parental investments and children’s genetic potential. The main finding suggests that girls with high genetic potential whose fathers were exposed to influenza face reduced educational attainments—a gene–environment interaction—but there is no similar effect for boys.     

Gender, educational attainment, and the impact of parental migration on children left behind

Estimation of the causal effect of parental migration on children’s educational attainment is complicated by the fact that migrants and nonmigrants are likely to differ in unobservable ways that also affect children’s educational outcomes. This paper suggests a novel way of addressing this selection problem by looking within the family to exploit variation in siblings’ ages at the time of parental migration. The basic assumption underlying the analysis is that parental migration will have no effect on the educational outcomes of children who are at least 20?years old because they have already completed their education. Their younger siblings, in contrast, may still be in school, and thus will be affected by the parental migration experience. The results point to a statistically significant positive effect of paternal US migration on education for girls, suggesting that pushing a father’s US migration earlier in his daughter’s life can lead to an increase in her educational attainment of up to 1?year relative to delaying migration until after she has turned 20?years old. In contrast, paternal domestic migration has no statistically significant effect on educational attainment for girls or boys, suggesting that father absence does not play a major role in determining children’s educational outcomes. Instead, these results suggest that the marginal dollars from US migrant remittances appear to enable families to further educate their daughters. Thus, policymakers should view international migration as a potential pathway by which families raise educational attainments of girls in particular.     

母亲受教育水平对儿童健康的影响及其路径

母亲的受教育水平对儿童的健康发展具有重要影响,但鲜有研究针对其影响路径进行深入分析。本文基于1991-2015年中国营养与健康调查数据,利用母亲的兄弟姐妹个数作为母亲受教育水平的工具变量,采用两阶段最小二乘法(2SLS),探讨了母亲受教育水平对儿童健康的影响及其路径。研究表明,母亲受教育水平每提高1年,儿童的年龄别身高Z评分和年龄别体重Z评分分别平均显著提高0.129和0.14个标准差,具体来说,5岁儿童身高和体重对应是提高约0.6厘米和0.3千克。使用九年义务教育的实施作为母亲受教育水平的工具变量时,结果仍然稳健。影响路径的研究结果说明,母亲的受教育水平可通过提高其膳食知识水平和家庭资产指数来影响其儿童的健康发展。进一步的异质性分析发现,农村母亲受教育水平对家庭资产指数和儿童健康的影响显著大于城市,但对膳食知识水平的影响不存在城乡差异。基于以上分析,提高女性的教育投入,尤其是农村女性的教育投入可以显著改善儿童的健康状况。     

The Effect of Household Wealth on Educational Attainment: Evidence from 35 Countries

The authors use household survey data from the Demographic and Health Surveys (DHS) from 44 surveys (in 35 countries) to document different patterns in the enrollment and attainment of children from rich and poor households. They overcome the lack of income or expenditure data in the DHS by constructing a proxy for long-run wealth of the household from the asset information in the surveys, using the statistical technique of principal components. There are three major findings. First, the enrollment profiles of the poor differ across countries but fall into distinctive regional patterns: in some regions the poor reach nearly universal enrollment in first grade, but then drop out in large numbers leading to low attainment (typical of South America), while in other regions the poor never enroll in school (typical of South Asia and Western/Central Africa). Second, there are enormous differences across countries in the “wealth gap,” the difference in enrollment and educational attainment of the rich and poor. While in some countries the difference in the median years of school completed of the rich and poor is only a year or two, in other countries the wealth gap in attainment is 9 or 10 years. Third, the attainment profiles can be used as diagnostic tools to suggest issues in the educational system, such as the extent to which low attainment is attributable to physical unavailability of schools.     

Changing educational inequalities in india in the context of affirmative action

Indian society suffers from substantial inequalities in education, employment, and income based on caste and ethnicity. Compensatory or positive discrimination policies reserve 15% of the seats in institutions of higher education and state and central government jobs for people of the lowest caste, the Scheduled Caste; 7.5% of the seats are reserved for the Scheduled Tribe. These programs have been strengthened by improved enforcement and increased funding in the 1990s. This positive discrimination has also generated popular backlash and on-the-ground sabotage of the programs. This paper examines the changes in educational attainment between various social groups for a period of nearly 20 years to see whether educational inequalities have declined over time. We use data from a large national sample survey of over 100,000 households for each of the four survey years--1983, 1987-1988, 1993-1994, and 1999-2000--and focus on the educational attainment of children and young adults aged 6-29. Our results show a declining gap between dalits, adivasis, and others in the odds of completing primary school. Such improvement is not seen for Muslims, a minority group that does not benefit from affirmative action. We find little improvement in inequality at the college level. Further, we do not find evidence that upper-income groups, the so-called creamy layer of dalits and adivasis, disproportionately benefit from the affirmative action programs at the expense of their lower-income counterparts.     

Do children from small families do better?

The education, income, wealth and satisfaction with life of australians aged 25–54 are examined in relation to the circumstances of their childhood, paying particular attention to variation by number of siblings when growing up. The data are from the Household, Income and Labour Dynamics in Australia (HILDA) survery. Educational attainment, income earned and household wealth tend to be greater for people who grew up in relatively small families. The effect of the number of siblings on educational attainment is greater for females than for males. However the advantages of growing up in a smaller family do not translate into higher levels of satisfaction with life. The implications of the findings for the public debate on fertility and child-related benefits in Australia are discussed, as are the implications of a child-quality-child-quantity trade-off for the explanation of fertility levels in more developed countries.     

Parental Divorce and Children’s Schooling in Rural Malawi

A growing body of literature has examined the impact of different types of family structures on children’s schooling in sub-Saharan Africa. These studies have investigated how living arrangements, gender of the household head, parental death, and paternal migration are related to schooling. Although many sub-Saharan African countries have high divorce rates, very few studies have explored the impact of parental divorce on children’s schooling. The present study uses three waves of data from the Malawi Longitudinal Study of Families and Health (MLSFH) to investigate the effect of parental divorce on children’s schooling and the possible mechanisms driving this relationship. Unlike prior studies, this study uses child-level fixed-effects models to control for selection into divorce. Results show that parental divorce is associated with lower grade attainment and a larger schooling gap, defined as the number of years a child is behind in school (among children currently attending school). Although no association exists between parental divorce and current school attendance, girls affected by divorce are significantly less likely to be attending school. Differences in economic resources, maternal coresidence, or maternal psychological well-being do not explain the relationship between parental divorce and children’s schooling.     

Family Instability and College Enrollment and Completion

This research uses data from waves I and IV of the National Longitudinal Study of Adolescent Health (Add Health, N = 9,631) to consider whether and how family instability in early or later childhood affects college enrollment and completion of a Bachelor’s degree by age 24. Explanatory factors include maternal selection into unstable unions, household resources available in adolescence, and adolescents’ academic achievement, behavior, and attitudes in high school. The association of later family instability with college enrollment and completion is largely explained by household resources in adolescence. The association of early family instability with college enrollment is partially explained by each set of factors, and its association with college completion, given enrollment, is explained by pre-existing maternal characteristics. The results demonstrate that early family instability has enduring consequences for eventual status attainment and that the mechanisms that connect family instability to educational outcomes vary by the timing of family structure change.     

Does It Matter What She Wants? The Role of Individual Preferences Against Unmarried Motherhood in Young Women’s Likelihood of a Nonmarital First Birth

Most young people in the United States express the desire to marry. Norms at all socioeconomic levels posit marriage as the optimal context for childbearing. At the same time, nonmarital fertility accounts for approximately 40 % of U.S. births, experienced disproportionately by women with educational attainment less than a bachelor’s degree. Research has shown that women’s intentions for the number and timing of children and couples’ intent to marry are strong predictors of realized fertility and marriage. The present study investigates whether U.S. young women’s preferences about nonmarital fertility, as stated before childbearing begins, predict their likelihood of having a nonmarital first birth. I track marriage and fertility histories through ages 24–30 of women asked at ages 11–16 whether they would consider unmarried childbearing. One-quarter of women who responded “no” in fact had a nonmarital birth by age 24–30. The ability of women and their partners to access material resources in adulthood were, as expected, the strongest predictors of the likelihood of nonmarital childbearing. Nonetheless, I find that women who said they would not consider nonmarital childbearing had substantially higher hazards of fertility postponement and especially of marital fertility, even after controlling for race/ethnicity, mother’s educational attainment, family of origin intactness, self-efficacy and planning ability, perceived future prospects, and markers of own educational attainment and work experience into early adulthood.     

Disparities in Children’s Family Experiences by Mother’s Socioeconomic Status: The Case of Finland

A well-known argument claims that socioeconomic differentials in children’s family structures have become increasingly important in shaping child outcomes and the resources available to children in developed societies. One assumption is that differentials are comparatively small in Nordic welfare states. Our study examines how children’s experiences of family structures and family dynamics vary by their mother’s educational attainment in Finland. Based on register data on the childbearing and union histories of women in Finland born from 1969 onwards, we provide life-table estimates of children’s (N?=?64,162) experiences of family dissolution, family formation, and family structure from ages 0–15 years, stratified by mother’s education level at the child’s birth. We find huge socioeconomic disparities in children’s experiences of family structures and transitions. Compared to children of highly educated mothers, children of mothers with low levels of education are almost twice as likely to be born in cohabitation and four times as likely to be born to a lone mother. They are also much more likely to experience further changes in family structure—particularly parental separation. On average, children of low-educated mothers spend just half of their childhood years living with both their parents, whereas those of high-educated mothers spend four-fifths of their childhood with both parents. The sociodemographic inequalities among children in Nordic welfare states clearly deserve more scholarly attention.     

Paternal involvement with adolescents in intact families: The influence of fathers over the life course

We measure the quality and quantity of fathers’ involvement with adolescent children in intact families over time using longitudinal data from The National Survey of Children. We examine differentials in fathers’ involvement by children’s and family characteristics and model the long-term effects of fathers’ involvement on children’s outcomes in the transition to adulthood. Fathers are more involved with sons than with daughters and they disengage from adolescents with increasing marital conflict. We find beneficial effects for children of father’s involvement in three domains: educational and economic attainment, delinquent behavior, and psychological well-being. The course of affective relations throughout adolescence also has a beneficial effect on delinquent behavior and psychological well-being.     

America's children: mixed prospects

The prospects of US children are uneven and uncertain. Today's youngsters are more apt to have fewer siblings, come from a broken home, have a working mother, and pass time as a "latchkey kid." More children are in child care than in the past and there has been a significant move toward center-based care. Increasingly, preschool-age children, particularly from relatively well-off families, are enrolled in prekindergarten educational settings. Declining family size and recent American prosperity have created material well-being for most of today's children. But the development of an underclass has also increased the number of children trapped in poverty. The stagnant wages of the "working poor" and the growing number of mother-only households have exacerbated income inequality among children from different family circumstances. The decline in educational achievement scores, which characterized the 1970s, has, for the moment at least, ended and the average school performance even improved slightly in the 1980s. In addition, more students, especially black students, completed high school in the 1980s. And the physical health of the average American child has improved dramatically since 1960. Most American children lead happy, healthy lives and several trends portend well for the future of most youngsters. But the picture is marred by the problematic future of the children of the underclass and the uncertain psychological impact of America's transformed family life.