scholarly journals Fathers' Multiple-Partner Fertility and Children's Educational Outcomes

Demography ◽  
2022 ◽  
Author(s):  
Donna K. Ginther ◽  
Astrid L. Grasdal ◽  
Robert A. Pollak

Abstract Fathers' multiple-partner fertility (MPF) is associated with substantially worse educational outcomes for children. We focus on children in fathers' second families that are nuclear: households consisting of a man, a woman, their joint children, and no other children. We analyze outcomes for almost 75,000 Norwegian children, all of whom lived in nuclear families until at least age 18. Children with MPF fathers are more likely than other children from nuclear families to drop out of secondary school (24% vs. 17%) and less likely to obtain a bachelor's degree (44% vs. 51%). These gaps remain substantial—at 4 and 5 percentage points, respectively—after we control for child and parental characteristics, such as income, wealth, education, and age. Resource competition with the children in the father's first family does not explain the differences in educational outcomes. We find that the association between a father's previous childless marriage and his children's educational outcomes is similar to that between a father's MPF and his children's educational outcomes. Birth order does not explain these results. This similarity suggests that selection is the primary explanation for the association between fathers' MPF and children's educational outcomes.

2007 ◽  
Vol 12 (8) ◽  
pp. 701-706 ◽  
Author(s):  
HB Ferguson ◽  
S Bovaird ◽  
MP Mueller

2016 ◽  
Vol 38 (2) ◽  
pp. 151-176 ◽  
Author(s):  
Yeongmin Kim ◽  
Maria Cancian ◽  
Daniel R. Meyer

When a parent has another child with a new partner, a significant effect on parents and children is likely, making factors associated with multiple-partner fertility of interest to policy makers. For single mothers, one potential policy-relevant factor influencing their subsequent fertility with a new partner is child support income. However, the direction and magnitude of any effect is not well-established. This study documents the simple negative relationship between child support and nonmarital fertility with a new partner in our sample of low-income unmarried mothers. We then take advantage of a policy experiment that resulted in randomly assigned differences in child support income to investigate its effects. We find no support for a negative causal relationship between child support receipt and nonmarital fertility with a new partner, instead finding suggestive evidence that mothers with more child support income are slightly more likely to have a subsequent nonmarital birth with a new partner.


2021 ◽  
Author(s):  
Jens-Peter Thomsen

While many papers have focused on socially unequal admissions in higher education, this paper looks at the persistence of class differentials after enrolment. I examine the social class gap in bachelor’s programme dropout and in the transition from bachelor’s to master’s in Denmark from the formal introduction of the bachelor’s degree in 1993 up to recent cohorts. Using administrative data, I find that the class gap in bachelor’s departures has remained constant from 1993 to 2006, with disadvantaged students being around 15 percentage points more likely to leave a bachelor’s programme than advantaged students, even after adjusting for other factors such as grades from upper secondary school. Importantly, the class gap reappears at the master’s level, with privileged students being more likely to pursue a master’s degree than less privileged students. The size of the class gap is remarkable, given that this gap is found among a selected group of university enrolees. As other studies have found that educational expansion in higher education is not necessarily a remedy for narrowing the class gap in educational attainment, scholars need to pay more attention to keeping disadvantaged students from leaving higher education.


Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.


1989 ◽  
Vol 59 (4) ◽  
pp. 484-504 ◽  
Author(s):  
T. McCarty

Teresa L. McCarty takes us to Rough Rock in the center of the Navajo Reservation, and to a bold experiment in Native American ownership of education. As the first school to be run by a locally elected, all-Indian governing board, and the first to incorporate systematically the native language and culture, it proved to be an influential demonstration of community-based transformation. McCarty describes the changes in Rough Rock's social,economic, and political structures, and examines the relation of these changes to educational outcomes for children. Further, she critiques the irony created by the larger institutional structure of federal funding, which both "enables and constrains genuine control over education by Native American communities."


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