Family Size,Birth Order,and Educational Attainment

Abstract

This paper examines the relationship between birth order and educational attainment measured at ages 7, 11, 16, and 23, with particular care taken to separate the effects of birth order from the effects of family size. Since eldest children benefit from their parents' undivided resources at an early age, theory predicts that they may do better educationally than later-born children. This is confirmed by the analysis in this paper, with eldest children performing significantly better than other children on almost all measures of attainment. Youngest children in large families perform less well than middle children, and this effect increases with the age of the child. These findings are robust to the inclusion of a large set of background controls.     

Social network,Biden approval,and pediatric COVID-19 vaccine uptake

This study aims to estimate the pediatric COVID-19 vaccine uptake and the impact of social network and Biden approval. A national survey was conducted by Qualtrics from September 26 to 19 October 2022, and respondents who identified as primary guardians of children under 18 are included in this study. Findings show that parents are more likely to vaccinate children between 12 and 17 than children between 5 and 11 or below 5. The means of measures for social network and Biden approval for parents who have vaccinated children across different age groups are significantly higher than the corresponding means for parents whose children remain unvaccinated. Structural equation modeling results suggest the social network and Biden approval positively affect parents' decision to vaccinate children. The former predictor also mediates the latter on the outcome measure. The findings are significant when analyzing the sample of parents with children over five. These findings contribute to the literature and have policy implications for leveraging interventions and optimizing vaccination for children.     

Safety, family, permanency, and child well-being: what we can learn from children

This study is an attempt to infuse into discussions about system accountability the notion that children can speak to issues of safety, family, permanency, and well-being in child welfare. The study utilized a cross-sectional survey design involving in-home, semistructured interviews with children ages 6 to 13 in two urban California counties. Of the 100 children who participated in face-to-face interviews, 59 were living with kin caregivers and 41 were living with nonkin. Standardized instruments and measures developed specifically for this study were employed. Findings indicate that while children assess their homes as safe, neighborhood conditions are often challenging. A significant proportion of children reveal less than optimal relationships with their caregivers, and many experience feelings of impermanence. Nevertheless, children report positive regard for the caregiving they receive and are optimistic about the future. Implications for practice and research are addressed.     

Children, spousal love, and happiness: an economic analysis

In this paper we examine how children affect happiness and relationships within a family by analyzing two unique questions in the National Longitudinal Study of Youth’s 1997 cohort. We find that (a) presence of children is associated with a loss of spousal love; (b) loss of spousal love is associated with loss of overall happiness; but (c) presence of children is not associated with significant loss of overall happiness. If children reduce feelings of being loved by the spouse but do not reduce reported happiness even though spousal love induces happiness, then it must be the case that children contribute to parental happiness by providing other benefits. After ruling out some competing compensation mechanisms we infer that loss of spousal love is compensated with altruistic feelings towards children.     

Migrant children in the German kindergarten: data,problems, and pedagogical models

The integration of migrant children into German society is a controversial pedagogical task for educational institutions. An important part of this task is assigned to the kindergarten, since the early learning of social values and norms increases the chance of integration. The increasing number of migrant children in kindergartens has confronted teachers with new problems and changed tasks. In the 1980s, almost all kindergartens have migrant children enrolled in them; in some urban areas, there are kindergartens with 50% or more migrant children students. Some migrant children confront the use, or the continous use, of the German language for the 1st time in kindergarten. A secondary danger is abandoning a child with incomplete knowledge and inadequate German. These children will encounter new language problems in school. Although very little information is available on migrant parents' opinions of kindergartens, the limited data available indicate that parents generally respond favorably, although they fear alienation from their children. The migrant parents expect the kindergartens to teach their children German. The German kindergarten will not and cannot prepare children for life in their home country, even if it is kindly disposed towards a multitude of cultures. The kindergarten is only able to prepare children for life in Germany. Migrant children have special problems with bilingualism and cultural distance. Migrant children do not "cause" problems. Rather they offer an occasion to reflect on the work of the kindergarten and to include new and different experiences.     

Comparison of Role Demands,Relationships, and Child Functioning in Single-Mother,Single-Father,and Intact Families

Abstract

Numerous studies have examined the impact of divorce on parents and children, but most of these studies have been restricted to single-mother families. This study compared differences in role demands, relationships, and child functioning using the responses of parents and children in 30 single-mother, 30 single-father, and 30 intact families. Single fathers had better resources than single mothers, more positive parenting than married fathers, and relied more on friends than the married parents. Single mothers had less education, less prestigious jobs, lower incomes, and more economic strain than the other parents. They also had fewer social resources and more difficulty than married parents with the parenting role. Despite these disadvantages of single mother families, children in these families were no different than children in other families on most measures of well-being. The only problem that was identified in the functioning of children from single-parent families was with their behavior. These findings can be used to develop strategies to reduce risks and enhance the existing resources and strengths of single-parent families.     

大手拉小手 把爱带回家

一支铅笔、一个书包、一句暖心的话语、一份用心的陪伴,就能为留守儿童和困境儿童带去关爰与温暖。由全国妇联、教育部等部门联合开展的“把爱带回家”双百万结对寒假特别行动,把爰的阳光洒进了孩子们心间。     

School outcomes for homeless children: differences among sheltered,doubled-up,and poor,housed children

Some definitions of child homelessness include the category of children who are doubled-up with others due to loss of housing or economic hardship, while others do not. Are doubled-up children more like children in shelters or children who are poor but housed? A quasi-experimental comparison group design was used to test empirically for differences in school mobility, school attendance, and reading and mathematics achievement among three groups of sheltered, doubled-up, and poor, housed children, respectively, with each group containing 49 students. Sheltered students were found to have significantly higher levels of school mobility and significantly lower rates of school attendance than students in the other two groups. An elaboration of the continuum of risk model is proposed to differentiate experiences of sheltered and doubled-up students. Recommendations are made for policy responses as well as future research.     

Expectations,education, and opportunity

Using a long panel of youths, we establish a causal link between parental expectations regarding education and educational attainment. In particular, we use an instrumental variables approach to find that the child’s chances of obtaining a high school or college degree are increasing in the parent’s expectations of the likelihood of these events. We then use differences between the objective likelihood of a child’s educational attainment and the parents’ subjective probabilities to consider the hypothesis that lower educational outcomes among certain groups are driven by a “culture of despair,” where children are low-achieving because they are expected to underachieve. While we do find that children from households with lower levels of income, wealth, and parental education are less likely to attain high school and college degrees, we reject the hypothesis that this is driven by low subjective expectations of educational success. Rather, we find that parents from disadvantaged groups have expectations for the educational outcomes of their children that differ more from the statistical likelihood of these outcomes than do parents of children from advantaged households. That is, we find that parents in more disadvantaged households are more optimistic about the educational outcomes of their children than those from more advantaged households.     

Social Support Received by Children in Stepmother,Stepfather, and Intact Families

This study compared the (step)mother-(step)chiId relationship among college students using social support concepts in three family types: stepmother, stepfather, and intact. As predicted, when compared to the relationship between children and their bio- logical mothers in other family types, children in stepmother fami- lies perceived less relationship quality, less support and more con- flict with their stepmother. However, children in stepmother families did not perceive more overall family conflict or less family cohesion than children in the other family types. Similarly, children in the stepmother families were no less satisfied with the overall social support they received from their entire social network than children in the other family types.     

Being,Belonging, and Becoming

Abstract

We conducted a study at the rehabilitation unit of a childrens hospital to explore the perspectives of children with disabilities and their guardians on quality-of-life issues. Both quantitative (The Canadian Occupational Performance Measure; N = 1,559) and qualitative (focus groups) methods were employed to elicit this information. The results revealed that socialization is the most important quality-of-life issue for children with disabilities. The study also indicated a need for social workers to create a support system for the guardians of those children with disabilities receiving rehabilitation therapies.     

Nativity,Duration of Residence,Citizenship, and Access to Health Care for Hispanic Children

This article examines differences in access to a regular source of health care for children of Hispanic subgroups within the United States. Particular attention is paid to the impact of the immigration status of the mother – including nativity, duration in the United States, and citizenship status – and its affect on access to health care for Hispanic children. Data are pooled from the National Health Interview Survey for 1999–2001 and logistic regression models are estimated to compare Mexican American, Puerto Rican, Cuban, and Other Hispanic children with non‐Hispanic whites and blacks. While initial disparities are recorded among the race/ethnic groups, in the final model, only Mexican American children display significantly less access to health care than non‐Hispanic whites. The combined influence of the mother's nativity, duration, and citizenship status explains much of the differentials in access to a regular source of care among children of Hispanic subgroups in comparison to non‐Hispanic whites.     

Children as Witnesses: Understanding Their Capacities,Needs, and Experiences

Historically the law regarded children as inherently unreliable and made it difficult for them to testify. Since 1975 awareness of child abuse has increased and research has established that children can be reliable witnesses. Governments began to recognize the needs and capacities of children and enacted legal reforms to facilitate prosecutions for child abuse. This paper reports on a survey of victim witness workers and other justice system professionals which reveals some of the continuedfailings of that system in dealing with children. Althoughrelatively rare, there are cases of false allegations of abuse, usually a result of investigations by poorly trained professionals. Further legal reforms and better human supports are required to ensure that the needs of children are met and their capacities as witnesses are fully appreciated.     

Small-dollar accounts,children's college outcomes,and wilt

This is paper four of four in the Small-Dollar Children's Savings Account series, which studies the relationship between children's small-dollar savings accounts and college enrollment and graduation. This series of papers examines three important research questions using different subsamples: (a) Are children with savings of their own more likely to attend or graduate from college? (b) Does dosage (i.e., having no account, only basic savings, savings designated for school [of less than $1, $1 to $499, or $500 or more]) matte? And (c) is having savings designated for school more predictive than having basic savings alone? In this study we use a sample of children who expect to graduate college prior to leaving high school as a way of looking at wilt. In this study “wilt” occurs when a child who expects to graduate from college while in high school does not graduate college by 2009. Using propensity score weighted data from the Panel Study of Income Dynamics (PSID) and its supplements we created multi-treatment dosages of savings accounts and amounts to answer the previous questions. We find that in the aggregate children who expect to graduate college prior to leaving high school (high-expectation children) and who designate savings for school of $500 or more are about two times more likely to graduate college than high-expectation children with no account. High-expectation low- and moderate-income (LMI) children who designate school savings of $1 to $499 and $500 or more are about three times more likely to graduate college than LMI children with no account. Further, high-expectation black children who have school savings of $500 or more are about two and half times more likely to graduate from college than their counterparts with no savings account.     

Preschoolers' perceptions of neighborhood environment,safety, and help-seeking

Studies that focus on children's safety and well-being often focus on neighborhoods as the unit of analysis, as it is within these geographic confines that children spend much of their time. Such studies have shown that neighborhoods directly and indirectly influence children's safety and well-being. Much of this research has focused on census data and/or caregivers' perceptions of neighborhood characteristics. Less attention has been given to the neighborhood experiences and perceptions of children themselves, especially young children. The current study utilized two techniques for interviewing pre-schoolers (aged 4 and 5): individual interviews incorporating drawing and focus groups integrating a story and a puppet. The current study highlights the important of incorporating children's perceptions and offers new measures of doing so. In the current study, very young children were put in the center of the exploration and the findings stress that children's experiences in their neighborhood were geographically limited. They talked about their homes, preschools, and the playground. In part, this finding may be indicative of the lack of child-friendly spaces and resources for children in the neighborhood. In addition, the current study shed a light into children understanding and ability to discuss safety and help seeking, which are key concepts to any future planning of prevention and intervention efforts with children. Delve into the individuals to whom children said they turned for help revealed extremely limited list of family members, which raises concerns about the support networks available to the children and their families. This study suggests that the inclusion of young children's perspectives may facilitate programs and initiatives aimed at improving their safety and well-being by identifying sources of protections and threat from children's own perspectives.     

Child protection and welfare: cultures,policies, and practices

Child protection and welfare have become international issues in a globalized world. Ideas about childhood and the upbringing of children vary widely, depending upon the prevailing economic, socio-cultural, religious, and political contexts. These have had dramatic effects on the way societies value children, and the role acquired by the state in their protection and advancing their well-being. Children, however, remain at risk. They are placed at risk by the breakdown of extended family systems as a result of urbanization, and as a result of impaired functioning of some nuclear families, in the absence of kinship safety nets. Some traditional cultural practices place children at risk, especially girl children. Poverty creates risks for all children but it can create specific catastrophic risks for girls. Countries can enact visionary laws intended to protect children, but they will be ineffective against entrenched social attitudes, especially if only limited resources can be provided to implement and enforce them. This is the ultimate challenge that the world community must address if the vision of the United Nations Convention on the Rights of the Child is to be realized.     

Single,Cohabitating, and Married Mothers’ Time With Children

Utilizing the 2003 and 2004 American Time Use Survey (ATUS), this study examines the relationship between family structure and maternal time with children among 4,309 married mothers and 1,821 single mothers with children less than 13 years of age. Single mothers spend less time with their children than married mothers, though the differences are not large. Marital status and living arrangement differences in time with children largely disappear or single mothers engage in more child care than married mothers after controls for socioeconomic status and other characteristics are introduced. Thus, less maternal time with children appears to be mainly attributable to the disadvantaged social structural location of single mothers rather than different proclivities toward mothering between married and single mothers.     

Representational Gesture,Pointing Gesture,and Memory Recall of Preschool Children

This study investigated the effects of two different types of hand gestures on memory recall of preschool children. Experiment 1 found that children who were instructed to use representational gestures while retelling an unfamiliar story retrieved more information about the story than children who were asked to hold their hands still. In addition, children who engaged in some forms of bodily movements other than hand gestures also recalled better. Experiment 2 showed that a simpler and more basic form of gesture, the pointing gesture, had a similar effect on recollecting and retelling the details of a story. The findings provide evidence for the beneficial effects of hand gestures, both representational gestures and pointing gestures, on cognitive processes such as memory retrieval and verbal communication for preschool aged children.     

Children as Witnesses: Understanding Their Capacities, Needs, and Experiences

Historically the law regarded children as inherently unreliable and made it difficult for them to testify. Since 1975 awareness of child abuse has increased and research has established that children can be reliable witnesses. Governments began to recognize the needs and capacities of children and enacted legal reforms to facilitate prosecutions for child abuse. This paper reports on a survey of victim witness workers and other justice system professionals which reveals some of the continued failings of that system in dealing with children. Although relatively rare, there are cases of false allegations of abuse, usually a result of investigations by poorly trained professionals. Further legal reforms and better human supports are required to ensure that the needs of children are met and their capacities as witnesses are fully appreciated.