Does parental education influence child educational outcomes? A developmental analysis in a full-population sample and adoptee design.

In this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks.

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Parental Educational Attainment and Social Environment of Urban Public Schools in the U.S.: Blacks’ Diminished Returns

Children ◽

10.3390/children7050044 ◽

2020 ◽

Vol 7 (5) ◽

pp. 44 ◽

Cited By ~ 6

Author(s):

Shanika Boyce ◽

Mohsen Bazargan ◽

Cleopatra H. Caldwell ◽

Marc A. Zimmerman ◽

Shervin Assari

Keyword(s):

Public Schools ◽

Educational Attainment ◽

Environmental Risk ◽

Educational Outcomes ◽

Parental Education ◽

Urban Public Schools ◽

Social Environmental ◽

Parental Educational Attainment ◽

Hispanic White ◽

White Youths

Background: Recent research has documented marginalization-related diminished returns (MDRs) of socioeconomic status (SES), defined as weaker effects of SES indicators, such as parental educational attainment, on securing tangible outcomes for the members of socially marginalized (e.g., racial and ethnic minority) groups, compared to privileged social groups (e.g., non-Hispanic Whites). Aims: To explore race/ethnic differences between non-Hispanic Blacks vs. non-Hispanic Whites who attend urban public schools on the effect of parental education on lower school environmental risk among American high schoolers. Methods: For this cross-sectional study, we borrowed the Education Longitudinal Study (ELS-2002) baseline data, a nationally representative study that enrolled 1706 10th grade youths who were attending urban public schools. From this number, 805 (47.2%) were non-Hispanic Black and 901 (52.8%) were non-Hispanic White youths. The dependent variable was the level of school social environmental risk measured using 18 items as self-reported, and was treated as a continuous variable. The independent variable was parental educational attainment, treated as a continuous measure. Gender, region, and parental marital status were the covariates. Race/ethnicity was the moderating variable. Linear regressions were applied to perform our data analysis. Results: Black students were found to attend schools with higher levels of social environmental risk. Youths with parents with a higher educational attainment were found to attend schools with a lower social environmental risk. We found a significant interaction between race (non-Hispanic Black vs. non-Hispanic White) and parental educational attainment on the level of school social environmental risk, suggesting that the protective effect of high parental education on reducing the school social environmental risk was smaller for non-Hispanic Black than for non-Hispanic White youths. Conclusions: Although high parental educational attainment is protective against social environmental risk for American youths, this protective effect is weaker for non-Hispanic Black than non-Hispanic White youths. The diminished returns of parental education in reducing school social environmental risk may explain why the effects of parental education on educational outcomes are smaller for non-Hispanic Black than non-Hispanic White youths (i.e., MDRs). The social environment indirectly generates racial youth educational disparities through deteriorating non-Hispanic Black youth educational outcomes across all SES levels. To prevent the confounding effects of private, suburban, rural, and Catholic schools, we limited this analysis to public urban schools. More research is needed on other settings.

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ASSOCIATION OF FAMILIAL AND ENVIRONMENTAL FACTORS WITH ASTHMA AND ALLERGIC DISEASES IN UKRAINIAN CHILDREN POPULATION

International Journal of Medicine and Medical Research ◽

10.11603/ijmmr.2413-6077.2015.1.2849 ◽

2014 ◽

Vol 1 (1) ◽

Author(s):

O. Ye. Fedortsiv ◽

J. E. Zejda ◽

N. Yu. Luchyshyn ◽

G.M. Brozek

Keyword(s):

Environmental Factors ◽

Allergic Disease ◽

Atopic Eczema ◽

Parental Education ◽

Population Sample ◽

Allergic Diseases ◽

Data Set ◽

Familial Factors ◽

Increased Risk ◽

At Home

Background. Asthma and other allergic diseases as influenced by environmental and familial factors might be targeted using preventive measures. These diseases are a matter of some urgency in Ukraine because of the clinical, social and economic importance of childhood. Objective. The aim of this study was to investigate the relationship between prevalence of asthma, spastic bronchitis, allergic rhinitis, atopic eczema, unspecified hypersensitization and some selected environmental and familial factors in a population sample of 6 to14-yrs old Western Ukraine schoolchildren. Methods. The data set of the study was collected using a questionnaire-based survey, containing the data of 4871 urban and rural children aged 6 to 14 years. Correlation of asthma and allergic disease with familial and environmental factors was examined by means of multivariate logistic regression. Results. Increased risk of asthma (1.7 %) was associated with the urban residence (OR=1.8; p=0.04) and high parental education (OR=1.8; p=0.02); spastic bronchitis (6.2%) – with parental allergy (OR=1.3; p=0.03); atopic eczema (6.2 %) – with younger age (OR=1.3; p=0.03), high parental education (OR=1.3; p=0.03), parental allergy (OR=1.4; p=0.02), tobacco smoke at home (OR=0.7; p=0.01) and household density (OR=0.6; p=0.001); diagnosis of unspecified allergic sensitization (11.8 %) was related to high parental education (OR=1.2; p=0.03), parental employment (OR=0.8; p=0.02) and pets at home (OR=1.2; p=0.06). Conclusions. This study identifies that lifestyle and building factors are associated with an altered prevalence of common childhood allergic disease. Prevention may need to address the minimization of potential risk-factorsKEY WORDS: asthma, environmental factors, children.

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Temperament, environment, and antisocial behavior in a population sample of preadolescent boys and girls

International Journal of Behavioral Development ◽

10.1177/0165025406071490 ◽

2006 ◽

Vol 30 (5) ◽

pp. 422-432 ◽

Cited By ~ 66

Author(s):

René Veenstra ◽

Siegwart Lindenberg ◽

Albertine J. Oldehinkel ◽

Andrea F. De Winter ◽

Johan Ormel

Keyword(s):

Antisocial Behavior ◽

Effortful Control ◽

Child Behavior Checklist ◽

Parental Education ◽

Economic Status ◽

Population Sample ◽

Parent Report ◽

Self Report ◽

Perceived Parenting ◽

High Level

Antisocial behavior can be triggered by negative social experiences and individuals' processing of these experiences. This study focuses on risk-buffering interactions between temperament, perceived parenting, socio-economic status (SES), and sex in relation to antisocial behavior in a Dutch population sample of preadolescents ( N = 2230). Perceived parenting (overprotection, rejection, emotional warmth) was assessed by the EMBU (a Swedish acronym for My Memories of Upbringing) for children, temperament (effortful control and frustration) by the parent version of the Early Adolescent Temperament Questionnaire-Revised, SES by information on parental education, occupation, and income, and antisocial behavior by the Child Behavior Checklist (parent report) and the Youth Self-Report (child report). All parenting and temperament factors were significantly associated with antisocial behavior.The strongest risk-buffering interactions were found for SES which was only related to antisocial behavior among children with a low level of effortful control or a high level of frustration. Furthermore, the associations of SES with antisocial behavior were more negative for boys than for girls. Thus, the effects of SES depend on both the temperament and sex of the child.

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Playgroups as sites for parental education

Journal of Early Childhood Research ◽

10.1177/1476718x15595753 ◽

2015 ◽

Vol 15 (3) ◽

pp. 227-237 ◽

Cited By ~ 11

Author(s):

Karen McLean ◽

Susan Edwards ◽

Maria Evangelou ◽

Helen Skouteris ◽

Linda J Harrison ◽

...

Keyword(s):

Educational Outcomes ◽

Parental Education ◽

Educational Equality ◽

Home Learning Environment ◽

Learning And Development ◽

Children’S Learning ◽

Home Learning ◽

Learning Through Play ◽

Children's Learning ◽

Education Initiatives

There is widespread international interest in parental education as a means of promoting educational equality through improving educational outcomes for young children. The research in this area suggests an association between the home learning environment and children’s educational outcomes and highlights the importance of parental education for supporting young children’s learning through play. This article reviews the international literature around parental education initiatives (or ‘interventions’) in early childhood and then considers playgroups as potential sites for parental education. The article identifies the universal features of playgroups that make these sites appealing for the implementation of parental education initiatives and discusses the complexities associated with the design of interventions aimed at meeting the diverse needs of parents attending playgroups. It concludes by providing a case for community playgroups as cultural contexts, to be considered sites for parental education through curriculum aimed at supporting parents to actively engage in their children’s learning and development through play.

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The additive advantage of having educated grandfathers for children’s education: evidence from a cross-national sample in Europe

10.31219/osf.io/sw4z9 ◽

2018 ◽

Author(s):

Paula Sheppard ◽

Christiaan Willem Simon Monden

Keyword(s):

Family Size ◽

Educational Outcomes ◽

Parental Education ◽

National Sample ◽

Moderating Effects ◽

Highly Educated ◽

Best Fit ◽

Intergenerational Processes ◽

Cross National

Until recently, research on intergenerational processes of social mobility has focused on two generational processes and paid little attention to the role of the grand-parental generation. An increasing number of studies have started to address this shortfall, but they report inconsistent findings. This may be due to design and measurement differences across studies and to substantive heterogeneity in the association. We use data from the Survey of Health, Ageing, and Retirement in Europe (SHARE) to explore these two issues. First, as we have information on all four grandparents, and both parents, we were able to evaluate the different ways to model grandparental associations. We found that including information on both grandfathers provided the best fit, once controlling for parental education. Second, we investigated the moderating effects of parental education, family size, and the grandparents’ being alive during the grandchild’s early life and school years. Having higher educated grandfathers is associated with higher educational outcomes for grandchildren, net of parental education and wealth. Moreover, having two highly educated grandfathers shows a stronger association than just one. We found no evidence for moderating effects of family size, parental education or generational overlap.

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Social Construction of a Segregated Urban Space and Its Effects on Education

Contemporary Education Dialogue ◽

10.1177/0973184917744972 ◽

2018 ◽

Vol 15 (1) ◽

pp. 51-72

Author(s):

Sriti Ganguly

Keyword(s):

Urban Space ◽

Low Income ◽

Educational Outcomes ◽

Parental Education ◽

Urban Spaces ◽

Rural Studies ◽

Present Generation ◽

Spatial Environment ◽

Large Populations ◽

Low Levels

While segregation of Dalit habitations is assumed to be a characteristic primarily of the rural, studies indicate that a similar spatial organisation is reproduced in urban spaces as well where large populations, particularly of poor Dalits, continue to live in segregated settlements. This article draws on an exploratory study conducted in one such low-income Dalit neighbourhood in Delhi and examines the different ways in which a socially marginalised community constructs its socio-spatial environment ( mahaul) and perceives it as shaping their educational outcomes and at the same time being shaped by these outcomes. These constructions not only reveal how disadvantages in the form of existential struggles and low levels of parental education continue to influence the education of the present generation but also provide insights into their ideas about education, change and mobility.

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Attention-deficit/hyperactivity disorder and risk for drug use disorder: a population-based follow-up and co-relative study

Psychological Medicine ◽

10.1017/s0033291714001986 ◽

2014 ◽

Vol 45 (5) ◽

pp. 977-983 ◽

Cited By ~ 15

Author(s):

J. Sundquist ◽

H. Ohlsson ◽

K. Sundquist ◽

K. S. Kendler

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Drug Use ◽

Attention Deficit ◽

Parental Education ◽

Population Sample ◽

Stimulant Treatment ◽

Hyperactivity Disorder ◽

Increased Risk ◽

Future Risk ◽

Drug Use Disorder

Background.Although the association between attention-deficit/hyperactivity disorder (ADHD) and drug use disorder (DUD) is well documented, it is unclear whether it is causal or results from familial confounding.Method.In this study we included all 551 164 individuals born in Sweden between 1991 and 1995 and used linked data from multiple nationwide registries to identify those with ADHD prior to age 15 years (1.71%). We used Cox proportional hazards models to investigate the future risk for DUD as a function of an ADHD registration and then compared the results from the entire population with the results from a co-relative design. Using the Swedish Multi-Generation Register, we identified all full-sibling, half-sibling and first-cousin pairs discordant for ADHD.Results.In the population sample, ADHD had a substantially increased risk for future DUD with a hazard ratio (HR) of 3.34 after accounting for gender and parental education. Examining discordant cousin pairs, discordant half-siblings and discordant siblings, those with ADHD had HRs for DUD of 3.09, 2.10 and 2.38 respectively. Controlling for the number of ADHD registrations, ADHD patients with and without stimulant treatment were similarly associated with later DUD risk.Conclusions.ADHD diagnosed before 15 years of age was strongly related to future risk for DUD. The magnitude of this association was modestly reduced in relative pairs discordant for ADHD, suggesting that the ADHD–DUD association is partly causal and partly a result of familial confounding. We found no evidence to suggest that this association resulted from stimulant treatment.

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Time for Education and Culture

A Child's Day ◽

10.1332/policypress/9781529201697.003.0002 ◽

2020 ◽

pp. 27-58

Author(s):

Killian Mullan

Keyword(s):

Middle Class ◽

Cultural Capital ◽

Educational Outcomes ◽

Parental Education ◽

Cultural Practices ◽

Sporting Events ◽

Wide Range ◽

School Attainment ◽

Time Reading ◽

Outcomes For Children

This chapter discusses overall trends in children's time doing homework and study. It analyses differences in trends associated with parental education to explore the extent to which trends in time doing homework and study reflect socio-economic differences in educational outcomes. Despite increasing levels of school attainment, children from lower socio-economic backgrounds overall persistently obtain fewer qualifications from school than those from relatively more advantaged families. The chapter also studies trends in children's time reading and their participation in a wide range of cultural activities, such as going to galleries and museums or the cinema and sporting events. Middle-class parents typically possess relatively high levels of cultural capital, evidenced in their relatively higher qualification and participation in different cultural practices, which may in turn help sustain socio-economic differences in educational outcomes for children.

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