This study uses nationally representative longitudinal data from the Panel Study of Income Dynamics, to examine the prevalence and predictors of extended family households among children in the United States and to explore variation by race/ethnicity and socio-economic status (SES). Findings suggest that extended family households are a common living arrangement for children, with 35 per cent of youth experiencing this family structure before age 18. Racial/ethnic and SES differences are substantial: 57 per cent of Black and 35 per cent of Hispanic children ever live in an extended family, compared with 20 per cent of White children. Further, 47 per cent of children whose parents did not finish high school spend time in an extended family, relative to 17 per cent of children whose parents earned a bachelor's degree or higher. Models of predictors show that transitions into extended families are largely a response to social and economic needs.

Objective This study tested two hypotheses that have been posited to account for racial/ethnic differences in the association between family structure and children's education. Background Research has shown that children raised by both biological parents fare better academically than children raised in any other family structure. However, there has been little research to explain an important finding: living apart from a biological parent is less negatively consequential for racial/ethnic minority children than white children. Scholars have speculated that group differences in exposure to socioeconomic stress and embeddedness in extended family networks explain this finding. Method This study used nationally representative, longitudinal data from the Panel Study of Income Dynamics (n = 2,589). It employed logistic regression analysis and decomposition techniques to assess whether racial/ethnic differences in these two mechanisms explained the differential association between family structure and children's on‐time high school completion and college enrollment for white, black, and Hispanic children. Results The results indicate that socioeconomic stress and extended family embeddedness attenuate the effect of family structure on these two measures of children's education, although the former to a much greater extent. The differences in socioeconomic resources accounted for up to nearly 50% of the gap in these outcomes, and extended family embeddedness explained roughly 15% to 20%. Conclusion Findings lend support for the socioeconomic stress hypothesis, which posits that the negative effect of parental absence from the home may be less independently impactful for racial/ethnic groups already facing many socioeconomic disadvantages.

Using data from the 1996–2008 panels of the Survey of Income and Program Participation and the 2009–2016 American Community Survey, we examine trends in U.S. children living in shared households (living with adults beyond their nuclear (parent/parent’s partner/sibling) family). We find that although the share of children who lived in a shared household increased over this period, the rise was nearly entirely driven by an increase in three-generation/multigenerational households (coresident grandparent(s), parent(s), and child). In 1996, 5.7 % of children lived in a three-generation household; by 2016, 9.8 % did likewise—more than a 4 percentage point increase. More economically advantaged groups (older, more educated mothers, married households) experienced the largest percentage increase in three-generation coresidence, although correlates of coresidence remained largely stable. Decomposition analyses suggest that the rise in Social Security receipt and changes in parental relationship status (less marriage, more single parenthood) most strongly explained the increase in three-generation households. Given the dramatic rise in three-generation households, more research is needed to understand the consequences of these living arrangements for children, their parents, and their grandparents.

This study uses data from the National Survey of American Life Re-Interview to examine the types and frequency of instrumental support that African Americans exchange with extended family members as well as the demographic and family correlates of these exchanges. Four types of instrumental support are examined: transportation assistance, help with chores, financial assistance, and help during illness. Findings indicate that respondents most frequently gave support to and received support from family members during illness episodes, followed by financial support, help with chores, and transportation assistance. For each type of support, individuals indicated that they provided more assistance than they received. These support exchanges are patterned by subjective family closeness, frequency of family contact, financial and social resources, gender roles, and regional differences. Overall, the findings underscore how features of family relationships and demographic characteristics are associated with the provision and receipt of instrumental family support among African Americans.

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