Promoting the Positive Development of Boys in High-Poverty Neighborhoods: Evidence from Four Anti-Poverty Experiments

Autor/inn/en	Snell, Emily K.; Castells, Nina; Duncan, Greg; Gennetian, Lisa; Magnuson, Katherine; Morris, Pamela
Titel	Promoting the Positive Development of Boys in High-Poverty Neighborhoods: Evidence from Four Anti-Poverty Experiments
Quelle	In: Journal of Research on Adolescence, 23 (2013) 2, S.357-374 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/jora.12014
Schlagwörter	Poverty; Neighborhoods; Males; Child Development; Community Characteristics; Gender Differences; Early Adolescents; Developmental Stages; Parent Child Relationship; Employment; Public Policy; Academic Achievement; Program Effectiveness; Behavior Problems; Measures (Individuals); Grade Repetition; Children; Welfare Services; Parenting Styles; Parent Participation; Disadvantaged; Family Financial Resources; Least Squares Statistics; Regression (Statistics); Connecticut; Florida; Minnesota; Wisconsin; Center for Epidemiologic Studies Depression Scale; Social Skills Rating System + Suchen Sie Ihr Suchwort? Armut; Neighbourhoods; Nachbarschaft; Male; Männliches Geschlecht; Kindesentwicklung; Geschlechterkonflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Dienstverhältnis; Öffentliche Ordnung; Schulleistung; Messdaten; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Child; Kind; Kinder; Fürsorgeeinrichtung; Elternmitwirkung; Regression; Regressionsanalyse
Abstract	This study uses geocoded address data and information about parents' economic behavior and children's development from four random-assignment welfare and anti-poverty experiments conducted during the 1990s. We find that the impacts of these welfare and anti-poverty programs on boys' and girls' developmental outcomes during the transition to early adolescence differ as a function of neighborhood poverty levels. The strongest positive impacts of these programs are among boys who lived in high-poverty neighborhoods at the time their parents enrolled in the studies, with smaller or nonstatistically significant effects for boys in lower-poverty neighborhoods and for girls across all neighborhoods. This research informs our understanding of how neighborhood context and child gender may interact with employment-based policies to affect children's well-being. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10