Parenting Practices and Socioeconomic Gaps in Childhood Outcomes

Autor/inn/en	Kalil, Ariel; Ryan, Rebecca
Titel	Parenting Practices and Socioeconomic Gaps in Childhood Outcomes
Quelle	In: Future of Children, 30 (2020) 1, S.29-54 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1054-8289
Schlagwörter	Child Rearing; Parenting Styles; Socioeconomic Influences; Parent Child Relationship; Time; Parent Background; Educational Attainment; Family Income; Stress Variables; Cognitive Development; Emotional Response; Affective Behavior; Barriers; Values; Child Development; Environmental Influences; Decision Making; Intervention; Family Programs; Mental Health + Suchen Sie Ihr Suchwort? Kindererziehung; Sozioökonomischer Faktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Zeit; Elternhaus; Bildungsabschluss; Bildungsgut; Familieneinkommen; Kognitive Entwicklung; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Wertbegriff; Kindesentwicklung; Environmental influence; Umwelteinfluss; Decision-making; Entscheidungsfindung; Family program; Familienprogramm; Psychohygiene
Abstract	In this article, developmental psychologists Ariel Kalil and Rebecca Ryan examine the relation between parenting practices and socioeconomic gaps in child outcomes. They document substantial differences between richer and poorer families, including growing gaps in parental engagement and time use. These gaps matter: the fact that children born to lower-income, less-educated parents are less likely to spend quality time with their parents only compounds their relative economic disadvantage. Evidence suggests that disadvantaged parents want to do many of the same things that higher-income parents do, such as reading to their children and engaging them in educational experiences like trips to parks and museums. But they're nonetheless less likely to do those things. The authors consider a number of explanations for this discrepancy. One important contributing factor, Kalil and Ryan write, appears to be financial strain and family stress, both of which can impede parents' emotional and cognitive functioning in ways that make it harder for them to interact with young children in intellectually stimulating and emotionally nurturing ways. The authors conclude with a discussion of the types of policies and programs that might narrow income-based parenting gaps. They find encouraging evidence that relatively low-cost, light-touch behavioral interventions could help parents overcome the cognitive biases that may prevent them from using certain beneficial parenting practices. (As Provided).
Anmerkungen	Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution. 267 Wallace Hall, Princeton University, Princeton, NJ 08544. Tel: 609-258-6979; e-mail: FOC@princeton.edu; Web site: http://futureofchildren.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01