A multi-group structural equation model (SEM) examining asset holding effects on educational attainment by race and gender

Little is known about the processes through which parents' and children's wealth may influence children's math and reading scores. Even less is known about how these processes may vary across race and gender. In this study we analyze Panel Study of Income Dynamics (PSID) data using multi-group structural equation modeling (SEM) to examine wealth effects by gender (male/female) and race (white/black). Results suggest that there are important statistical differences across race and gender. For example, we find that children's school savings predict math scores among white children but not black children. Net worth is a positive predictor of black males' math scores but a negative predictor of black females'. In the case of income, we find that it is directly related to black females' math scores but not black males'. In general, findings suggest that liquid forms of wealth (i.e., forms of wealth that are easily converted into cash) may be better predictors of children's academic achievement than net worth.     

Editorial Note: Referees

As the volume of UK social research addressing ethnicity grows, so too do concerns regarding the ethical and scientific rigour of this research domain and its potential to do more harm than good. The establishment of standards and principles and the introduction of guidance documents at critical points within the research cycle might be one way to enhance the quality of such research. This article reports the findings from the piloting of a guidance document within the research commissioning process of a major funder of UK social research. The guidance document was positively received by researchers, the majority of whom reported it to be comprehensible, relevant and potentially useful in improving the quality of research proposals. However, a review of the submitted proposals suggested the guidance had had little impact on practice. While guidance may have a role to play, it will need to be strongly promoted by commissioners and other gatekeepers. Findings also suggest the possibility that guidance may discourage some researchers from engaging with ethnicity if it raises problems without solutions; highlighting the need for complementary investments in research capacity development in this area.     

Effects of DISCOVER on the Career Maturity of Middle School Students

This study evaluated the effects of DISCOVER (American College Testing [ACT], 1991), a computer-assisted career guidance system, on the career maturity of 38 students (22 girls and 16 boys) enrolled in a rural middle school. Students randomly assigned to the treatment group worked with DISCOVER for approximately 1 hour a day over a 2-week period, whereas students in the control group did not have access to the DISCOVER program. Results indicated significant gains in career maturity among students in the treatment group (p <.05).     

Material Hardship,Poverty, and Disability Among Working‐Age Adults*

Objectives. We used data from the 1996 panel of the Survey of Income and Program Participation to examine the extent to which working‐age people with disabilities experience several types of material hardships. Methods. We constructed a series of logistic regression models to assess the importance of disability to material hardship experiences after controlling for income and other sociodemographic characteristics. Results. The findings indicate that disability is an important determinant of material hardship even after controlling for these factors. We also found that a large majority of the low‐income respondents reporting a material hardship also reported being work‐limited for some period of time. Conclusions. Our findings provide support for policies that account for disability‐related expenditures and needs when determining eligibility for means‐tested assistance programs, and highlight an important limitation of the official poverty measure—it overstates the relative economic well‐being of people with disabilities.