Parenting beliefs and practices in toddlerhood as precursors to self-regulatory, psychosocial, and academic outcomes in early and middle childhood in ethnically diverse low-income families

2018 ◽  
Vol 27 (4) ◽  
pp. 891-909 ◽  
Author(s):  
Jeffrey Liew ◽  
Gustavo Carlo ◽  
Cara Streit ◽  
Jean M. Ispa
Keyword(s):  
Middle Childhood ◽  
Low Income ◽  
Academic Outcomes ◽  
Ethnically Diverse ◽  
Parenting Beliefs ◽  
Beliefs And Practices ◽  
Low Income Families

scholarly journals Developmental timing and continuity of exposure to interparental violence and externalizing behavior as prospective predictors of dating violence

2013 ◽  
Vol 25 (4pt1) ◽  
pp. 973-990 ◽  
Author(s):  
Angela J. Narayan ◽  
Michelle M. Englund ◽  
Byron Egeland
Keyword(s):  
Dating Violence ◽  
Middle Childhood ◽  
Low Income ◽  
Externalizing Behavior ◽  
Life Stress ◽  
Early Adulthood ◽  
Childhood And Adolescence ◽  
Interparental Violence ◽  
Path Analyses ◽  
Low Income Families

AbstractThis study investigated the prospective pathways of children's exposure to interparental violence (EIPV) in early and middle childhood and externalizing behavior in middle childhood and adolescence as developmental predictors of dating violence perpetration and victimization at ages 23 and 26 years. Participants (N = 168) were drawn from a longitudinal study of low-income families. Path analyses examined whether timing or continuity of EIPV predicted dating violence and whether timing or continuity of externalizing behavior mediated these pathways. Results indicated that EIPV in early childhood directly predicted perpetration and victimization at age 23. There were significant indirect effects from EIPV to dating violence through externalizing behavior in adolescence and life stress at age 23. Independent of EIPV, externalizing behavior in middle childhood also predicted dating violence through externalizing behavior in adolescence and life stress at age 23, but this pathway stemmed from maltreatment. These results highlight that the timing of EIPV and both the timing and the continuity of externalizing behavior are critical risks for the intergenerational transmission of dating violence. The findings support a developmental perspective that negative early experiences and children's externalizing behavior are powerful influences for dating violence in early adulthood.

An Ethnographic Approach to Understanding Service Use Among Ethnically Diverse Low Income Families

1997 ◽  
Vol 24 (3-4) ◽  
pp. 297-321 ◽  
Author(s):  
Avery E. Goldstein ◽  
Lynn Safarik ◽  
Wendy Reiboldt ◽  
Leonard Albright ◽  
Carol Kellett
Keyword(s):  
Low Income ◽  
Service Use ◽  
Ethnically Diverse ◽  
Ethnographic Approach ◽  
Low Income Families

scholarly journals Family Structure Stability and Transitions, Parental Involvement, and Educational Outcomes

2020 ◽  
Vol 9 (12) ◽  
pp. 229
Author(s):  
Shana L. Pribesh ◽  
Jane Smith Carson ◽  
Mikaela J. Dufur ◽  
Yuanyuan Yue ◽  
Kathy Morgan
Keyword(s):  
Parental Involvement ◽  
Family Structure ◽  
Low Income ◽  
Academic Outcomes ◽  
Educational Outcomes ◽  
Structure Stability ◽  
Family Structures ◽  
Academic Differences ◽  
Low Income Families ◽  
The Impact

The family environments children live in have profound effects on the skills, resources, and attitudes those children bring to school. Researchers studying family structure have found that children who live with two married, opposite-sex, biological parents, on average, have better educational outcomes than children living in alternate family structures, perhaps due to higher resources, lower stressors, or different selectivity patterns. Socioeconomic stratification plays a major role in family structure, with low-income families seeing more instability. We argue that the impact of family structure is attenuated by transitions in and out of family structures that may decrease a specific resource important to child academic outcomes: parental involvement. This may contribute to increased academic differences already noted across class gaps. Using waves 1 to 6 of the Growing Up in Australia: Longitudinal Study of Australian Children (LSAC) data, we examine the relationship of family stability and transitions from birth to age 10/11 years on parental involvement and educational outcomes, adjusted for resource, stressor, and selectivity covariates. We find that changes in parental involvement are only apparent for families that experience both a transition and single parenting, and that these differences in parental involvement impact academic outcomes.

Popularity, Gender, and Social Inclusion Among Girls in Ethnically Diverse Contexts in Norway

2020 ◽  
Vol 11 (1) ◽  
pp. 45-69
Author(s):  
Mari Rysst
Keyword(s):  
Gender Equality ◽  
Low Income ◽  
Social Inclusion ◽  
Participant Observation ◽  
Ethnically Diverse ◽  
Negative Consequences ◽  
Field Site ◽  
Low Income Families ◽  
And Gender ◽  
Ethnographic Methodology

This article discusses the phenomenon of popularity and its implications for gender construction, social inclusion, and gender equality among girls in two ethnically diverse contexts in Norway. At one field site, girls of immigrant origin were a majority, at the other they were a minority. Based on detailed ethnographic methodology and participant observation over time, this study shows that the crucial dimensions of popularity overlap with “economies of dignity” and vary according to whether the ethnic Norwegians are in a minority or majority position. The dimensions of popularity, which include the importance of attracting the male gaze, are connected to consumption. My results suggest that consumption influences girls’ construction of gender, and may have negative consequences for the inclusion of immigrant girls when in a minority, because they often live in low-income families. The article concludes that the overlap between the dimensions of popularity and the tokens of value of the economies of dignity underlines the importance of how power, through popularity, works among children. One implication of this power is that neither ethnic Norwegian girls nor girls of immigrant origin appear to live in a climate of gender equality.

scholarly journals Training early childcare providers in evidence-based nutrition strategies can help improve nutrition policies and practices of early childcare centres serving racially and ethnically diverse children from low-income families

2017 ◽  
Vol 21 (7) ◽  
pp. 1212-1221 ◽  
Author(s):  
T Lucas Hollar ◽  
Nicole Cook ◽  
Ruby Natale ◽  
David Quinn ◽  
Teina Phillips ◽  
...  
Keyword(s):  
Low Income ◽  
Ethnically Diverse ◽  
Evidence Based ◽  
Broward County ◽  
Nutrition Policies ◽  
Early Childcare ◽  
Diverse Children ◽  
Faculty And Staff ◽  
Low Income Families ◽  
Policies And Practices

AbstractObjectiveWe evaluated the extent to which providing training and technical assistance to early childcare centre (ECC) directors, faculty and staff in the implementation of evidence-based nutrition strategies improved the nutrition contexts, policies and practices of ECC serving racially and ethnically diverse, low-income children in Broward County, Florida, USA. The nutrition strategies targeted snack and beverage policies and practices, consistent with Caring for Our Children National Standards.DesignWe used the nutrition observation and document review portions of the Environment and Policy Assessment and Observation (EPAO) instrument to observe ECC as part of a one-group pre-test/post-test evaluation design.SettingECC located within areas of high rates of poverty, diabetes, minority representation and unhealthy food index in Broward County, Florida, USA.SubjectsEighteen ECC enrolled, mean 112·9 (sd 53·4) children aged 2–5 years; 12·3 (sd 7·2) staff members; and 10·2 (sd 4·6) children per staff member at each centre.ResultsWe found significant improvements in centres’ overall nutrition contexts, as measured by total EPAO nutrition scores (P=0·01). ECC made specific significant gains within written nutrition policies (P=0·03) and nutrition training and education (P=0·01).ConclusionsOur findings support training ECC directors, faculty and staff in evidence-based nutrition strategies to improve the nutrition policies and practices of ECC serving racially and ethnically diverse children from low-income families. The intervention resulted in improvements in some nutrition policies and practices, but not others. There remains a need to further develop the evaluation base involving the effectiveness of policy and practice interventions within ECC serving children in high-need areas.

Reciprocal influences between maternal language and children's language and cognitive development in low-income families

2013 ◽  
Vol 41 (2) ◽  
pp. 305-326 ◽  
Author(s):  
LULU SONG ◽  
ELIZABETH T. SPIER ◽  
CATHERINE S. TAMIS-LEMONDA
Keyword(s):  
Cognitive Development ◽  
Low Income ◽  
Cognitive Skills ◽  
Ethnically Diverse ◽  
Receptive Vocabulary ◽  
Lexical Diversity ◽  
Maternal Language ◽  
Low Income Families ◽  
Reciprocal Influences ◽  
Child Cognitive Development

ABSTRACTWe examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother–child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language. Child cognitive development was assessed at both ages and child receptive vocabulary was assessed at age 3;0. Maternal language related to children's lexical diversity at each age, and maternal language at age 2;0, was associated with children's receptive vocabulary and cognitive development at age 3;0. Furthermore, children's cognitive development at age 2;0 was associated with maternal language at age 3;0 controlling for maternal language at age 2;0, suggesting bi-directionality in mother–child associations. The quantity and diversity of the language children hear at home has developmental implications for children from low-income households. In addition, children's early cognitive skills further feed into their subsequent language experiences.

scholarly journals Children Residing in Low-Income Households Like a Variety of Vegetables

Foods ◽  
2018 ◽  
Vol 7 (7) ◽  
pp. 116 ◽  
Author(s):  
Francine Overcash ◽  
Marla Reicks ◽  
Allison Ritter ◽  
Tashara Leak ◽  
Alison Swenson ◽  
...  
Keyword(s):  
Low Income ◽  
Vegetable Intake ◽  
Ethnically Diverse ◽  
Large Majority ◽  
Diverse Population ◽  
Number Of Children ◽  
Acceptable Range ◽  
Low Income Families ◽  
Hedonic Scale ◽  
Low Income Households

Child vegetable intake falls far below the minimum recommended levels. Knowing which vegetables children may like help those responsible for providing vegetables to children to improve intake. The objective of this study was to measure vegetable liking for a wide variety of vegetables by a racially and ethnically diverse population of 9–12-year old children from low-income families. Children rated their liking of 35 vegetables using a 10-point hedonic scale. We tabulated the number of children that found each vegetable acceptable (ratings of ‘okay’ or above) and the number that found each vegetable unacceptable (ratings below ‘okay’). More than 50% of children who had tried a vegetable considered it acceptable. A large majority of the vegetables had mean ratings in the acceptable range. Corn was the most liked vegetable, closely followed by potatoes, lettuce, and carrots. Artichoke had the lowest mean liking, followed by onion and beets. We found children liked a wide variety of vegetables which offers counter evidence to the commonly held perception that children do not like vegetables.

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