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Re-Conceptualizing “Parent” Education in Predicting Children’s Educational Attainment: How Attention to the Non-Residential Parent’s Education is Key to Understanding the Lower Educational Outcomes of Children Raised in Single Parent Families |
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Abstract:
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Quantitative models predicting children's educational attainment typically assume that both the intercepts (means) and slopes (strength of effects) of non-residential parent's education are eqivalent to those of residential parent education. I use data on non-residential parent educational attainment , coupled with measures of parent involvement, to explain the lower educational outcomes of children raised primarily in single parent families. I show that the lowered attainment is not an effect of family type per se, but rather due to children's reduced access to non-residential parent educational resources. |
Most Common Document Word Stems:
parent (153), educ (142), famili (135), effect (101), father (77), children (76), mother (58), absent (52), resourc (46), school (46), model (42), high (42), interact (40), singl (35), attain (35), intact (32), social (31), outcom (29), class (27), structur (26), non (25), |
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Association:
Name: American Sociological Association
URL: http://www.asanet.org
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Citation:
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MLA Citation:
| Beller, Emily. "Re-Conceptualizing “Parent” Education in Predicting Children’s Educational Attainment: How Attention to the Non-Residential Parent’s Education is Key to Understanding the Lower Educational Outcomes of Children Raised in Single Parent Families" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 10, 2006 <Not Available>. 2008-10-22 <http://www.allacademic.com/meta/p105261_index.html> |
APA Citation:
| Beller, E. , 2006-08-10 "Re-Conceptualizing “Parent” Education in Predicting Children’s Educational Attainment: How Attention to the Non-Residential Parent’s Education is Key to Understanding the Lower Educational Outcomes of Children Raised in Single Parent Families" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada Online <APPLICATION/PDF>. 2008-10-22 from http://www.allacademic.com/meta/p105261_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Quantitative models predicting children's educational attainment typically assume that both the intercepts (means) and slopes (strength of effects) of non-residential parent's education are eqivalent to those of residential parent education. I use data on non-residential parent educational attainment , coupled with measures of parent involvement, to explain the lower educational outcomes of children raised primarily in single parent families. I show that the lowered attainment is not an effect of family type per se, but rather due to children's reduced access to non-residential parent educational resources. |
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application/pdf |
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6883 |
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| Re-Conceptualizing “Parent” Education in Predicting Children’s Educational Attainment: How Attention to the Non- Residential Parent’s Education is Key to Understanding the Lower Educational Outcomes of Children Raised in Single Parent Families Emily Beller University of California Berkeley Draft: Comments Welcome. This research was supported by a grant from the American Educational Research Association which receives funds for its "AERA Grants Program" from the National Science Foundation and the National Center for Education Statistics of the Institute of Education Sciences |
| 6221 78.30 4211 82.54 Talk with Mother Re. High Sch. No 1038 11.71 811 10.21 349 6.84 Yes 7824 88.29 7134 89.79 4752 93.16 Absent Father Involvement No 1139 69.99 891 69.45 498 65.86 Yes 489 30.01 392 30.55 258 34.14 Absent Mother Involvement No 22 7.63 13 5.30 10 8.28 Yes 268 92.37 234 94.70 111 91.72 Emily Beller 21 |
Similar Titles:
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Family Structure and Adolescent School Engagement: The Mediating Influence of Family and Parental Resources
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