Do School Teacher Parents Make a Difference?

Autor/in	McFarlin, Isaac, Jr.
Titel	Do School Teacher Parents Make a Difference?
Quelle	In: Economics of Education Review, 26 (2007) 5, S.615-628 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2006.07.011
Schlagwörter	Employed Parents; Teaching (Occupation); Parent Child Relationship; Probability; Parenting Styles; Family Environment; Socioeconomic Status; Cognitive Ability; Occupational Aspiration; Majors (Students); Family Life; Child Rearing; Males; Outcomes of Education + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Denkfähigkeit; Berufsneigung; Berufsziel; Kindererziehung; Male; Männliches Geschlecht; Lernleistung; Schulerfolg
Abstract	Two national probability samples are used to uncover whether children benefit from having school teacher parents. The inquiry is motivated by frequent commentaries by teachers that substandard student performance is associated with unhelpful parenting practices. If teachers believe that parents are crucial for determining child outcomes, then we may better learn of the potential for parenting to affect children's development by examining the environments teachers create for their own children. I find significant school teacher effects on children's cognitive and behavioral outcomes, after accounting for family SES, mothers' cognitive ability, occupational aspirations, college field of study, and her early preferences for family life. Once I control for self-selection into teaching and home environment quality, which parents create for children, I find that school teacher parents significantly make a difference in lowering the incidence of behavioral problems in male children. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10