scholarly journals Geography of intergenerational mobility and child development

2017 ◽  
Vol 114 (35) ◽  
pp. 9320-9325 ◽  
Author(s):  
Louis Donnelly ◽  
Irwin Garfinkel ◽  
Jeanne Brooks-Gunn ◽  
Brandon G. Wagner ◽  
Sarah James ◽  
...  
Keyword(s):  
Low Income ◽  
Behavioral Problems ◽  
Intergenerational Mobility ◽  
Upward Mobility ◽  
Cognitive Test ◽  
Growing Up ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Working Paper ◽  
Low Income Families

Recent research by Chetty and colleagues finds that children’s chances of upward mobility are affected by the communities in which they grow up [Chetty R, Hendren N (2016) Working paper 23002]. However, the developmental pathways through which communities of origin translate into future economic gain are not well understood. In this paper we examine the association between Chetty and Hendren’s county-level measure of intergenerational mobility and children’s cognitive and behavioral development. Focusing on children from low-income families, we find that growing up in a county with high upward mobility is associated with fewer externalizing behavioral problems by age 3 years and with substantial gains in cognitive test scores between ages 3 and 9 years. Growing up in a county with 1 SD better intergenerational mobility accounts for ∼20% of the gap in developmental outcomes between children from low- and high-income families. Collectively, our findings suggest that the developmental processes through which residential contexts promote upward mobility begin early in childhood and involve the enrichment of both cognitive and social-emotional development.

Fathers' indirect contribution to children's social-emotional development via mothers' psychological parenting environments

2017 ◽  
Vol 45 (5) ◽  
pp. 833-844
Author(s):  
Jihyun Kim ◽  
Jung Min Kim
Keyword(s):  
Parenting Stress ◽  
Low Income ◽  
Emotional Development ◽  
Family Income ◽  
Income Group ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Parenting Efficacy ◽  
Low Income Families ◽  
Practical Implications

We sought to determine whether fathers' play participation exerted an indirect effect on young children's social-emotional development by supporting mothers' psychological parenting environments of depression, parenting stress, and parenting efficacy. We also identified differences by family income. Mothers responded to all measures. We sampled 72 low-income and 201 higher income Korean mothers with 3- to 5-year-old children. The results showed that fathers in higher income families indirectly contributed to young children's social-emotional development through their effect on mothers' depression and parenting stress, and fathers in low-income families indirectly contributed through their effect on mothers' depression, parenting stress, and parenting efficacy. Practical implications for improving young children's social-emotional development in each family income group are discussed.

Factors Critical for Improving Intergenerational Mobility

2017 ◽  
Author(s):  
Yue Chim Richard Wong
Keyword(s):  
Hong Kong ◽  
Low Income ◽  
Intergenerational Mobility ◽  
Child Poverty ◽  
Rental Housing ◽  
Social Program ◽  
The Us ◽  
Research Findings ◽  
Low Income Families ◽  
Housing Estates

Failure to appreciate theimportant fact that poverty propagated itself in the absence of a parent or a social program that had time to help young childrenhas allowed child poverty to fester, compromising children’s ability to go to school, their willingness to learn, their attitudes, and their motivation. This is a major cause of worsening intergenerational mobility and poverty. The research findings of Chetty et al. confirm the importance of investing in schooling, of having stable families, and of building communities to provide positive encouragement and support for the disadvantaged. The isolated, remote public housing estates we have in Hong Kong are unlikely to foster such communities.The findings from the US and Hong Kong strongly suggest that public sector housing policy to subsidize low-income families should be changed from providing subsidized rental housing units to homeownership units. This would have three different effects for increasing intergenerational mobility among low-income households.

A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics

2017 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Jessica Trach ◽  
Matthew Lee ◽  
Shelley Hymel
Keyword(s):  
Group Dynamics ◽  
Behavioral Problems ◽  
Social Dynamics ◽  
Peer Group ◽  
Group Processes ◽  
Emotional And Behavioral Problems ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Positive Effects

A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student’s emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner’s ecological systems theory and Harris’s group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP.

scholarly journals Associations of family income with cognition and brain structure in USA children: prevention implications

2021 ◽  
Author(s):  
Dardo Tomasi ◽  
Nora D. Volkow
Keyword(s):  
Brain Development ◽  
Low Income ◽  
Parental Education ◽  
Family Income ◽  
Cognitive Stimulation ◽  
Cognitive Test ◽  
Cross Sectional ◽  
Brain Volumes ◽  
Mediation Analyses ◽  
Low Income Families

AbstractPoverty, as assessed by several socioeconomic (SES) factors, has been linked to worse cognitive performance and reduced cortical brain volumes in children. However, the relative contributions of the various SES factors on brain development and the mediating effects between cognition and brain morphometry have not been investigated. Here we used cross-sectional data from the ABCD Study to evaluate associations among various SES and demographic factors, brain morphometrics, and cognition and their reproducibility in two independent subsamples of 3892 children. Among the SES factors, family income (FI) best explained individual differences in cognitive test scores (stronger for crystallized than for fluid cognition), cortical volume (CV), and thickness (CT). Other SES factors that showed significant associations with cognition and brain morphometrics included parental education and neighborhood deprivation, but when controlling for FI, their effect sizes were negligible and their regional brain patterns were not reproducible. Mediation analyses showed that cognitive scores, which we used as surrogate markers of the children’s level of cognitive stimulation, partially mediated the association of FI and CT, whereas the mediations of brain morphometrics on the association of FI and cognition were not significant. These results suggest that lack of supportive/educational stimulation in children from low-income families might drive the reduced CV and CT. Thus, strategies to enhance parental supportive stimulation and the quality of education for children in low-income families could help counteract the negative effects of poverty on children’s brain development.

scholarly journals Providing planetary health diet meals to low-income families in Baltimore City during the COVID-19 pandemic

2020 ◽  
pp. 1-9
Author(s):  
Richard Semba ◽  
Rebecca Ramsing ◽  
Nihaal Rahman ◽  
Martin Bloem
Keyword(s):  
Food Insecurity ◽  
Low Income ◽  
Behavioral Problems ◽  
The United States ◽  
Moderate Amount ◽  
Baltimore City ◽  
Planetary Health ◽  
United States Food ◽  
Low Income Families ◽  
High Level

The COVID-19 pandemic has increased food insecurity, especially among low-income Black and His¬panic families in the United States. Food insecurity is associated with poorer health and higher mortality in adults and greater risk of impaired cognitive development and behavioral problems in children. Pro-viding food for low-income families is an important priority of the COVID-19 response. Food That Connects Us All is a program that provides healthy meals to low-income Black and Hispanic families in Baltimore City. The meals follow guidelines for the planetary health diet, a reference diet developed by the EAT-Lancet Commission to optimize health and be sustainable within planetary boundaries. The planetary health diet consists largely of vegetables, fruit, whole grains, legumes, nuts, and unsaturated oils, with a low to moderate amount of seafood and poultry and with little or no red or processed meats, refined grains, starchy vegetables, and added sugar. In a food survey, participants showed a high level of satisfaction with the taste, appearance, and healthfulness of the meals. Food That Connects Us All is a direct approach to reducing health disparities and demonstrates the feasibility of providing an ideal reference diet to vulnerable low-income families at high risk for poor health outcomes during the pandemic.

On differences and deficits: A critique of the theoretical and methodological underpinnings of the word gap

2017 ◽  
Vol 19 (4) ◽  
pp. 533-562 ◽  
Author(s):  
Yana Kuchirko
Keyword(s):  
Low Income ◽  
Growing Up ◽  
Language Practices ◽  
Future Directions ◽  
Middle Income ◽  
Research Education ◽  
Seminal Work ◽  
Language Input ◽  
Low Income Families ◽  
Word Gap

The word gap, or the language gap, can be traced back to Hart and Risley’s 1995 seminal work on language practices in high- and low-income families, and it is one of the most widely cited explanations for why children from low-income, minority contexts underperform academically in contrast to their white, middle-income counterparts. Despite its widespread influence on research, education and policy, the word gap has been at the centre of vociferous debates in academic circles over whether the word gap is a deficit in language input for infants that should be attended to or a difference in language practices that should be embraced. In this article, I draw on multiple disciplines to highlight the strengths and shortcomings of word gap findings, and I provide future directions for educators, policymakers and researchers seeking to better understand the language experiences of children growing up in low-income contexts from a cultural and contextual perspective.

Have you Heard? Newsworthy items from the field

2019 ◽  
Vol 100 (6) ◽  
pp. 65-69
Keyword(s):  
Special Education ◽  
Social Media ◽  
Special Needs ◽  
Low Income ◽  
Children With Special Needs ◽  
Cognitive Growth ◽  
Social Emotional ◽  
Education Programs ◽  
Schools Of Choice ◽  
Low Income Families

Students from low-income families are disproportionately assigned to special education programs. The Aspen Institute releases a new report offering six recommendations for supporting students’ social, emotional, and cognitive growth. Teachers who promote products on social media need to be aware of ethical questions about the practice. NPR is holding a competition for student podcasters. A study shows schools of choice are less likely to respond to inquiries from parents of children with special needs.

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