scholarly journals The Intergenerational Transmission of Early Childbearing: Examining Direct and Indirect Associations in a Swedish Birth Cohort

2019 ◽  
Vol 9 (5) ◽  
pp. 54
Author(s):  
Robin S. Högnäs ◽  
Alessandra Grotta
Keyword(s):  
Socioeconomic Status ◽  
Educational Attainment ◽  
Intergenerational Transmission ◽  
School Performance ◽  
Early Childbearing ◽  
Older Mothers ◽  
Nested Models ◽  
Marginal Effects ◽  
Average Marginal Effects

Background. Research shows that early childbearing is associated negatively with educational attainment and socioeconomic status (SES). Children born to young versus older mothers often do less well in school, and many have early first births. Some studies suggest that mothers’ early childbearing operates through SES to influence the daughters’ early childbearing, and some argue that the association is strong net of SES. The current study tests these direct and indirect associations. Methods. We estimate the pathways through which mothers’ early childbearing influences daughters’ early childbearing in several steps. First, we examine bivariate associations between mothers’ early childbearing and SES, followed by bivariate associations between mothers’ SES outcomes and their daughters’ early childbearing. We then estimate the average marginal effects (AMEs) of mothers’ early children on daughters’, and a KHB decomposition to examine direct and indirect associations. Results. Findings suggest both direct and indirect associations. Nested models show that, net of a range of SES characteristics, mothers’ early childbearing increases the probability of daughters’ by approximately 8%; and KHB results suggest 37% mediation, with daughters’ school performance (12%) and household educational attainment (10%) contributing the highest shares. Conclusion. Mothers’ early childbearing and subsequent SES collectively influence the long-term wellbeing of children. Thus, early childbearing has consequences both within and across generations.

scholarly journals Mechanisms linking teenage mothers’ educational attainment with self-reported health at age 50

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Julie Maslowsky ◽  
C. Emily Hendrick ◽  
Haley Stritzel
Keyword(s):  
Educational Attainment ◽  
Well Being ◽  
The United States ◽  
Social Determinant ◽  
Early Childbearing ◽  
Partner Characteristics ◽  
Higher Educational Attainment ◽  
The Life Course ◽  
Social Determinant Of Health

Abstract Background Early childbearing is associated with adverse health and well-being throughout the life course for women in the United States. As education continues to be a modifiable social determinant of health after a young woman gives birth, the association of increased educational attainment with long-term health for women who begin childbearing as teenagers is worthy of investigation. Methods Data are from 301 mothers in the National Longitudinal Survey of Youth 1979 who gave birth prior to age 19. We estimated path models to assess women’s incomes, partner characteristics, and health behaviors at age 40 as mediators of the relationship between their educational attainment and self-rated general health at age 50. Results After accounting for observed background factors that select women into early childbearing and lower educational attainment, higher levels of education (high school diploma and GED attainment vs. no degree) were indirectly associated with higher self-rated health at age 50 via higher participant income at age 40. Conclusions As education is a social determinant of health that is amenable to intervention after a teen gives birth, our results are supportive of higher educational attainment as a potential pathway to improving long-term health outcomes of women who begin childbearing early.

Will Moving to a Better Neighborhood Help? Teenage Residential Mobility, Change of Context, and Young-Adult Educational Attainment

2016 ◽  
Vol 53 (2) ◽  
pp. 305-337 ◽  
Author(s):  
Pat Rubio Goldsmith ◽  
Marcus L. Britton ◽  
Bruce Reese ◽  
William Velez
Keyword(s):  
Socioeconomic Status ◽  
Educational Attainment ◽  
Residential Mobility ◽  
Neighborhood Effects ◽  
Longitudinal Survey ◽  
Growing Up ◽  
Propensity Score Methods ◽  
The Social ◽  
National Educational Longitudinal Survey

Research suggests that growing up in more affluent neighborhoods improves educational attainment. But would it help adolescents to move to relatively more affluent neighborhoods, as theories of neighborhood effects anticipate? Does it depend on the magnitude of the change of context? To answer these questions, we use data from the National Educational Longitudinal Survey and the 1990 Census to estimate models using propensity score methods. We found that both upward mobility and change of context during adolescence had small effects on long-term educational attainment that varied by race, socioeconomic status, transfer status, and the social class of starting neighborhoods. Importantly, upward moves and positive changes in context reduced African-Americans’ chances of completing high school.

scholarly journals Educational outcomes of children from long-term foster care: Does foster parents’ educational attainment matter?

2019 ◽  
Vol 1 (4) ◽  
pp. 344-359
Author(s):  
Marie Berlin ◽  
Bo Vinnerljung ◽  
Anders Hjern ◽  
Lars Brännström
Keyword(s):  
Foster Care ◽  
Educational Attainment ◽  
School Performance ◽  
Educational Outcomes ◽  
Parental Education ◽  
Formal Education ◽  
Foster Parents ◽  
Poor School Performance ◽  
Poor School

Parental education is a robust predictor of children’s educational outcomes in general population studies, yet little is known about the intergenerational transmission of educational outcomes in alternative family settings such as children growing up in foster care. Using Swedish longitudinal register data on 2.167 children with experience of long-term foster care, this study explores the hypothesized mediating role of foster parents’ educational attainment on foster children’s educational outcomes, here conceptualized as having poor school performance at age 15 and only primary education at age 26. Results from gender-stratified regression analyses suggest that there was an association between foster parental educational attainment and foster children’s educational outcomes but that the educational transmission was weak and inconsistent and differed somewhat between males and females. For males, lower educational attainment in foster parents was associated with poor school performance but was not associated with educational attainment at age 26. The reverse pattern was found among females: the educational gradient was inconsistent for poor school performance but appeared in educational attainment. The results indicate that supported interventions for improving foster children’s educational achievements are needed, even when placements are relatively stable and foster parents have a long formal education.

scholarly journals Long-term impact of childhood malaria infection on school performance among school children in a malaria endemic area along the Thai–Myanmar border

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Nutchavadee Vorasan ◽  
Wirichada Pan-Ngum ◽  
Podjanee Jittamala ◽  
Wanchai Maneeboonyang ◽  
Prasert Rukmanee ◽  
...  
Keyword(s):  
School Performance ◽  
School Children ◽  
Malaria Infection ◽  
Endemic Area ◽  
Malaria Endemic Area ◽  
Long Term Impact ◽  
Childhood Malaria

scholarly journals Socioeconomic Status and Long-Term Care Provision to Parents in Japan

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 725-725
Author(s):  
Yoko Ibuka ◽  
Yui Ohtsu
Keyword(s):  
Socioeconomic Status ◽  
Long Term Care ◽  
Living Condition ◽  
Care Provision ◽  
Burden Of Care ◽  
Care Needs ◽  
Term Care ◽  
Japanese Adults ◽  
The Relationship

Abstract Socioeconomic status (SES) is generating considerable interest in terms of health of individuals, but how it is associated with long-term care has not been established yet. We study the relationship between SES and long-term care provision to parents among the Japanese adults using JSTAR. We use the following six measures of SES for the analysis: income, asset, expenditure, living condition, housing condition and education. We find a greater probability of care provision to parents among those in higher SES categories for some SES measures, compared to the lowest category. However, after considering the survival probability of parents, the relationship is reversed and the probability of care provision is found to be greater among lower SES individuals. The association is more pronounced among males. The association is likely to be partly mediated by care needs of parents. These results suggest a higher burden of care disproportionately falls in low SES individuals.

scholarly journals The Role of Parent Educational Attainment in Parenting and Children’s Development

2021 ◽  
Vol 30 (2) ◽  
pp. 186-192
Author(s):  
Pamela E. Davis-Kean ◽  
Lauren A. Tighe ◽  
Nicholas E. Waters
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Educational Attainment ◽  
Home Environment ◽  
Family Income ◽  
Developmental Outcomes ◽  
Cognitive Stimulation ◽  
Educational Inequalities ◽  
Powerful Predictor

Socioeconomic status (SES)—indexed via parent educational attainment, parent occupation, and family income—is a powerful predictor of children’s developmental outcomes. Variations in these resources predict large academic disparities among children from different socioeconomic backgrounds that persist over the years of schooling, perpetuating educational inequalities across generations. In this article, we provide an overview of a model that has guided our approach to studying these influences, focusing particularly on parent educational attainment. Parents’ educational attainment typically drives their occupations and income and is often used interchangeably with SES in research. We posit that parent educational attainment provides a foundation that supports children’s academic success indirectly through parents’ beliefs about and expectations for their children, as well as through the cognitive stimulation that parents provide in and outside of the home environment. We then expand this model to consider the intergenerational contributions and dynamic transactions within families that are important considerations for informing potential avenues for intervention.

Intertemporal impulsivity can also arise from persistent failure of long-term plans

2017 ◽  
Vol 40 ◽  
Author(s):  
Nisheeth Srivastava ◽  
Narayanan Srinivasan
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Social Utility ◽  
Low Ses ◽  
Low Socioeconomic ◽  
Planning And Control ◽  
Intertemporal Discounting ◽  
And Control ◽  
Control Failures

AbstractWe suggest that steep intertemporal discounting in individuals of low socioeconomic status (SES) may arise as a rational metacognitive adaptation to experiencing planning and control failures in long-term plans. Low SES individuals' plans fail more frequently because they operate close to budgetary boundaries, in turn because they consistently operate with limited budgets of money, status, trust, or other forms of social utility.

scholarly journals The Intergenerational Transmission of Socioeconomic Advantage: Some Longitudinal Evidence

2021 ◽  
pp. 002205742199832
Author(s):  
Tony Cassidy ◽  
Marian McLaughlin ◽  
Eimear McDowell
Keyword(s):  
Socioeconomic Status ◽  
Psychosocial Factors ◽  
Intergenerational Transmission ◽  
Education System ◽  
Occupational Status ◽  
Academic Development ◽  
Academic Growth ◽  
Educational Opportunities ◽  
Single Solution

Intergenerational transmission of disadvantage remains a problem despite political and educational initiatives. This study explored the role of personality and psychosocial factors in occupational status in a survey of 383 participants (174 males and 209 females) over 39 years from age 16 to 55. Mother’s education, extraversion, and mastery motivation were the best predictors of current socioeconomic status. A focus on education and academic development as the single solution to social immobility has been ineffective. Instead a broader approach which includes realistic lifelong educational opportunities and an education system which enables socioemotional development as well as academic growth is recommended.

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