Children’s Development in Kindergarten: A Multilevel, Population-Based Analysis of ESL and Gender Effects on Socioeconomic Gradients

Of all the potentially modifiable environmental risk and protective factors that can change the course of children’s development, none is more important than the quality of parenting children receive. To highlight the pervasive influence parents have on their children’s development and life opportunities, this chapter examines the many aspects of child development that are influenced by parents. Parents’ capacity to raise their children well is, in turn, influenced by a range of potentially modifiable social, emotional, relational, and contextual factors. These factors are explored, and the implications of each determinant with respect to the provision of parenting support are noted. Parenting programs provide a common pathway to positively influence diverse child and parent outcomes. It is argued that a comprehensive, need-responsive, and population-based system of parenting support is required to promote nurturing communities that will optimally assist parents in raising their children.

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PS6. Population-based Study of Age and Gender Effects in Aneurysm Anatomy

Journal of Vascular Surgery ◽

10.1016/j.jvs.2012.03.096 ◽

2012 ◽

Vol 55 (6) ◽

pp. 30S ◽

Cited By ~ 2

Author(s):

Tina M. Morrison ◽

Xu Yan ◽

Dorothy B. Abel ◽

Ron M. Fairman ◽

Marc H. Glickman ◽

...

Keyword(s):

Population Based ◽

Gender Effects ◽

Age And Gender ◽

Population Based Study ◽

And Gender

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Chinese-Language Montreal Cognitive Assessment for Cantonese or Mandarin Speakers: Age, Education, and Gender Effects

International Journal of Alzheimer s Disease ◽

10.1155/2012/204623 ◽

2012 ◽

Vol 2012 ◽

pp. 1-10 ◽

Cited By ~ 12

Author(s):

Ling Zheng ◽

Evelyn L. Teng ◽

Rohit Varma ◽

Wendy J. Mack ◽

Dan Mungas ◽

...

Keyword(s):

Los Angeles ◽

Cognitive Assessment ◽

Chinese Language ◽

Population Based ◽

Gender Effects ◽

Montreal Cognitive Assessment ◽

Discriminating Power ◽

Item Response Theory Analysis ◽

Home Interview ◽

And Gender

The Montreal Cognitive Assessment Chinese-Language Los Angeles version (MoCA-ChLA) was developed and administered during an in-home interview to 1,192 participants (mean age 62.5 years, mean education 11.6 years) in a population-based Chinese American Eye Study (CHES) in Los Angeles. The MoCA-ChLA score (mean ± SD) was23.8±4.2with little ceiling and no floor effects. The score increased with higher education, decreased with advancing age, and was not related to gender. Compared to the education 1–6 years group, the mean MoCA-ChLA score was 2.6 and 4.6 higher in the education 7–11 and 12–20 years groups, respectively. The Mandarin- (n=612) and Cantonese- (n=612) speaking subgroups performed comparably; Cronbach's alpha of the MoCA-ChLA score was 0.78 and 0.79 for these two groups, respectively. Item response theory analysis showed good discriminating power for executive function and memory. These properties support the MoCA-ChLA as a useful screening tool for aging and dementia studies for Mandarin or Cantonese speakers.

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A population-based twin study of self-esteem and gender

Psychological Medicine ◽

10.1017/s0033291798007508 ◽

1998 ◽

Vol 28 (6) ◽

pp. 1403-1409 ◽

Cited By ~ 60

Author(s):

K. S. KENDLER ◽

C. O. GARDNER ◽

C. A. PRESCOTT

Keyword(s):

Individual Differences ◽

Significant Proportion ◽

Self Esteem ◽

Population Based ◽

Gender Effects ◽

Men And Women ◽

Symptoms Of Depression ◽

The Social ◽

The Mean ◽

And Gender

Background. Self-esteem (SE), a widely used construct in the social sciences, is usually conceptualized as a reflection of socialization and interpersonal experiences that may differ considerably between the genders.Methods. The Rosenberg self-esteem scale was assessed at personal interview in both members of 3793 unselected twin pairs (1517 male–male, 856 female–female and 1420 male–female) from the population-based Virginia Twin Registry. Gender effects on SE were assessed by both analysis of variance and biometrical twin modelling.Results. The mean SE score was slightly but significantly lower in women v. men, and in women who grew up with a male v. a female co-twin. Twin modelling suggested that: (i) individual differences in self-esteem in both men and women were best explained by genetic and individual-specific environment factors; (ii) heritability estimates were similar in women (32%) and in men (29%); and (iii) the same genetic factors that influenced SE in women also influenced SE in men. Analyses supported the validity of the equal environment assumption for SE. The heritability of SE cannot be explained by the moderate correlation between SE and symptoms of depression.Conclusions. These results are inconsistent with prominent gender-related aetiological models for SE, which postulate that individual differences arise from socialization experiences both within and outside the home of origin which differ widely for the two genders. Instead, a significant proportion of the population variance in SE is due to genetically-influenced temperamental variables that are the same in men and women.

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