Effects of childhood poverty on productivity later in life: Implications for public policy

Hill, Martha S.; Sandfort, Jodi R.

doi:10.1016/0190-7409(95)00005-w

Cited by 67 publications

(40 citation statements)

References 33 publications

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“…For this article, we define disadvantaged youth as adolescents and young adults (ages 14-25) with limited access to the opportunities and experiences that promote positive developmental outcomes (e.g., supportive family, involvement in school activities, neighborhood quality). Research finds that socially and economically disadvantaged youth are less emotionally well adjusted (Hill & Sandfort, 1995;McLanahan & Sandefur, 1994) and less financially successful in adulthood (Amato & Booth, 1997). If participation in youth programs promotes a variety of positive developmental outcomes (e.g., graduating from high school, leadership skills, organizational skills) as well as increased resiliency and improved protective factors (Catalano, Berglund, Ryan, Lonczak, & Hawkins, 1999;Redd, Cochran, Hair, & Moore, 2002;Villarruel, Perkins, Borden, & Keith, 2003), then program opportunities for disadvantaged youth may represent an investment in the well-being of youth and the communities in which they live.…”

Section: Program Participation and Disenfranchised Youthmentioning

confidence: 97%

From program participant to engaged citizen: a developmental journey

Borden

Serido

2009

Journal Community Psychology

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American youth who participate in both school‐based and community‐based programs during high school remain more civically engaged than their contemporaries throughout adulthood. However, few studies have examined the developmental processes through which participation in a youth directed program promotes civic responsibility. In this qualitative study, 23 males and 9 females took part in one of five focus groups to talk about their experiences as members of a youth empowerment center in the southwest. The results reveal a three‐phased process model of development from program participant to civically engaged youth. Each of the three phases, participation, connection and expansion, is explained using the words and examples provided by the youth. Implications for application and future research are discussed. © 2009 Wiley Periodicals, Inc.

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Section: Program Participation and Disenfranchised Youthmentioning

confidence: 97%

From program participant to engaged citizen: a developmental journey

Borden

Serido

2009

Journal Community Psychology

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“…Earnings were assessed by youths' monthly wages estimated from hourly wage (M ϭ $5.01, SD ϭ $3.18; minimum wage was $3.35 per hour in 1987) and hours worked per week. Given the instability of wages and employment among low-income populations, monthly wages were estimated as opposed to yearly wages as in other studies (see Hill & Sandfort, 1995). Because of the extreme range of values for monthly wages (M ϭ $706.67, SD ϭ $566.68, range ϭ $69.00-$5,841.60), the natural logarithm of earnings was used in the multivariate analyses .…”

Section: First 15 Years Of Lifementioning

confidence: 99%

“…For youth from low-income families, employed adolescents may have superior academic abilities compared with their unemployed peers, because employers usually seek adolescents with higher skills (Ekstrom, Goertz, Pollack, & Rock, 1986;Hauser & Sweeney, 1997;Hill & Sandfort, 1995;Holzer, 1996;Iceland, 1997). In addition, employed adolescents may be less inclined to engage in criminal activity or substance use than unemployed adolescents.…”

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confidence: 96%

“…Experiencing poverty during childhood and adolescence has been associated with decreased school readiness, low educational attainment in young adulthood, and decreased adult earnings; scant research on the effects of childhood poverty on adolescent employment exists (Duncan, Brooks-Gunn, & Klebanov, 1994;Duncan, Yeung, Brooks-Gunn, & Smith, 1998;Hauser & Sweeney, 1997;Haveman & Wolfe, 1994;Hill & Sandfort, 1995;Korenman, Miller, & Sjaastad, 1995;MacLeod & Shanahan, 1994). Studies of early childhood also found differences between children from poor and welfare-dependent families and children from working poor families: parental employment, despite continued low income, was associated with enhanced school readiness and lower grade retention compared with children of welfare-dependent families (Guo, Brooks-Gunn, & Harris, 1996;Zaslow & Emig, 1997).…”

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confidence: 99%

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Adolescent Transitions to Young Adulthood: Antecedents, Correlates, and Consequences of Adolescent Employment

Leventhal

Graber

Brooks‐Gunn

2001

J of Research on Adolesc

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The antecedents, correlates, and consequences of adolescent employment were investigated in a sample of 251 low-income, African American youth that were followed since birth. The youth (age: M at preschool ϭ 4.89, SD ϭ .70; M at adolescence ϭ 16.44, SD ϭ .66; M at transition to adulthood ϭ 19.36, SD ϭ .76; and M at early adulthood ϭ 27.67, SD ϭ .75) were the firstborn children of African American teenage mothers who gave birth in Baltimore in the 1960s. Analyses examined the antecedents and correlates of age of entry into employment and stability of employment during adolescence. The associations of adolescent work experiences with subsequent adult education and employment outcomes also were considered. Findings indicate that among this sample of low-income, African American youth, those who repeated a grade in school during middle childhood were more likely to enter the workforce at later ages than their peers who did not repeat a grade. The small subset of adolescents who never worked ( n ϭ 12) appear to be markedly more disadvantaged than their peers who worked. At the transition to adulthood, adolescents who entered the workforce earlier were more likely to complete high school than their peers. In addition, stable employment during the adolescent years had more beneficial effects on young men's chances of attending college than young women's postsecondary education. This pattern of findings is consistent with ethnographic accounts of adolescent employment among poor, minority, urban youth.Requests for reprints should be sent to

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“…Repeatedly, studies reveal the impact of a lack of family resources on achieving substantial levels of literacy (Soltow and Stevens 1980;Haveman and Wolfe 1995;Hill and Sandfort 1995;Whitescarver 1995). Researchers have also pointed out that there are important underlying social and cultural causes in the ways that people understand literacy and construct literacy practices.…”

Section: The Impact Of Poverty and Social Exclusion On Family Life Anmentioning

confidence: 97%

Extending traditional explanations of illiteracy: historical and cross‐cultural perspectives

Whitescarver

Kalman

2009

Compare: A Journal of Comparative and International Education

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Providing a richer understanding of why the populations of economically underdeveloped countries are less literate than those who live in wealthier nations is the goal of this paper. Our analysis relies primarily on insights from our own research: ethnographic studies concerning literacy learning and use among unschooled and under-schooled women conducted during the late 1990s in Mexico City and historical studies of literacy in Virginia, North Carolina and Georgia along the southeastern seaboard of the USA. We examine three social mechanisms that potentially obstruct access to literacy: (1) cultural ideas and practices about schooling and written language; (2) family and personal attitudes towards literacy: (3) the impact of poverty on family life and access to literacy. Any one of these mechanisms may impede the dispersion of literacy. If all three are present, as they frequently are, then the spread and use of literacy is likely to be severely hindered.

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Effects of childhood poverty on productivity later in life: Implications for public policy

Cited by 67 publications

References 33 publications

From program participant to engaged citizen: a developmental journey

From program participant to engaged citizen: a developmental journey

Adolescent Transitions to Young Adulthood: Antecedents, Correlates, and Consequences of Adolescent Employment

Extending traditional explanations of illiteracy: historical and cross‐cultural perspectives

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