The Intergenerational Stability of Punishment: Paternal Incarceration and Suspension or Expulsion in Elementary School

Objectives: I extend the life-course theory of cumulative disadvantage to focus on continuity in punishment across generations. Specifically, I examine (1) the association between paternal incarceration and elementary school suspension or expulsion and (2) the extent to which behavior problems and weakened social bonds explain this association. Method: Analyses rely on logistic regression, propensity score matching, and mediation methods with data from the Fragile Families and Child Wellbeing Study ( N = 3,201), a birth cohort of children born in large U.S. cities between 1998 and 2000. Results: The odds of school punishment among children who had a residential father incarcerated by age 5 are 75 percent greater than the odds for children in a matched control group. About one third of this association is accounted for by behavior problems and weakened social bonds. Even after accounting for behavior problems and social bonds, children whose fathers were incarcerated are at greater risk of school punishment. Conclusions: I find evidence of an intergenerational stability of punishment and mixed support for an intergenerational extension to cumulative disadvantage theory. Paternal incarceration is associated with children’s likelihood of experiencing formal punishment in elementary school, and behavior problems and weakened social bonds explain part of this association.

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Relationships among accumulated lifetime life events, prosocial skills, and behavior problems in elementary school children

Journal of Child and Family Studies ◽

10.1007/bf01321282 ◽

1992 ◽

Vol 1 (2) ◽

pp. 141-154 ◽

Cited By ~ 6

Author(s):

Lyn A. Vinnick ◽

Marilyn T. Erickson

Keyword(s):

Elementary School ◽

Behavior Problems ◽

Life Events ◽

School Children ◽

Elementary School Children ◽

Prosocial Skills ◽

And Behavior

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Personality and Behavior Problems of Schoolboys

Psychological Reports ◽

10.2466/pr0.1977.41.2.445 ◽

1977 ◽

Vol 41 (2) ◽

pp. 445-446 ◽

Cited By ~ 9

Author(s):

D. H. Saklofske

Keyword(s):

Elementary School ◽

Behavior Problems ◽

Rating Scales ◽

Behavior Rating ◽

School Behavior ◽

Behavior Rating Scales ◽

Specific Factors ◽

And Behavior ◽

Relationship Of ◽

The Relationship

The present study examined the relationship of Eysenck's personality dimensions to two specific factors of school misbehavior. Subjects were grouped according to high or average scores obtained on the Devereux Elementary School Behavior Rating Scales of disrespect-defiance and classroom disturbance. 37 high scorers on the Devereux scales also scored significantly higher on the psychoticism scale and significantly lower on the extraversion and lie scales than 37 well behaved boys. The two groups did not differ in neuroticism scores.

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Group Therapy in an Elementary School

Social Casework ◽

10.1177/104438947105200103 ◽

1971 ◽

Vol 52 (1) ◽

pp. 18-25 ◽

Cited By ~ 3

Author(s):

Judith Mishne

Keyword(s):

Elementary School ◽

Group Therapy ◽

Behavior Problems ◽

Marked Improvement ◽

And Behavior

Children with learning and behavior problems respond to the opportunity to discuss their troubles at school by manifesting marked improvement

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Improving achievements of pupils with learning and behavior problems with co-operative teaching strategy in Aboh, Delta State, Nigeria

African Journal of Teacher Education ◽

10.21083/ajote.v1i1.1586 ◽

2011 ◽

Vol 1 (1) ◽

Author(s):

Ngozi Obiyo

Keyword(s):

Behavior Problems ◽

Behavioral Problems ◽

Teaching Strategy ◽

Research Question ◽

School Curriculum ◽

Control Group ◽

Cooperative Teaching ◽

Level Of Significance ◽

And Behavior ◽

Experimental Group

The purpose of the study was to determine the effects of cooperative teaching on children with learning and behavioral problems. Determining the most effective intervention for children with learning and behavioral problems has continued to challenge educators. For this the study sought to find out how co-operative teaching will improve the achievements of pupils with learning and behavior problems in Aboh, Delta State, Nigeria. A research question and a hypothesis tested at 0.05 level of significance was used to guide the study. The research design was true experimental. Two groups of children were used for the study .The sample consisted of 64 primaries four and five pupils .From the study, it was found out that Experimental Group had higher mean of 76.06 against Control Group with mean of 53.84 and standard deviation of 19.2. The hypothesis was tested using t-test and showed that the performance of the experimental group was significantly higher than that of the control group. It is therefore recommended that this strategy should be included in the school curriculum for children with learning and behavior problems.

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The Efficacy of the Family Check-Up on Children’s Emotional and Behavior Problems in Early Elementary School

Journal of Emotional and Behavioral Disorders ◽

10.1177/1063426618806258 ◽

2018 ◽

Vol 28 (2) ◽

pp. 67-79 ◽

Cited By ~ 1

Author(s):

S. Andrew Garbacz ◽

Laura Lee McIntyre ◽

Elizabeth A. Stormshak ◽

Derek B. Kosty

Keyword(s):

Elementary School ◽

Behavior Problems ◽

Second Grade ◽

Future Research ◽

Early Elementary ◽

Teacher Report ◽

Special Services ◽

The Family ◽

Early Elementary School ◽

And Behavior

This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children’s emotional and behavior problems in first and second grade. Children’s emotional and behavior needs and the receipt of special services in school at pretest were examined as moderators. Participants were primary caregivers and teachers of 365 children in early elementary school. Using an intent-to-treat approach, results indicated children in the FCU condition outperformed children in a business-as-usual control condition on teacher report of emotional and behavior problems in first and second grade. Children experiencing higher levels of emotional and behavior problems at pretest benefited from the FCU more than did children who experienced lower levels of problems. There was no evidence of moderation by whether children received special services in school. Implications for family-centered interventions, study limitations, and future research directions are discussed.

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