Not Just Any Child Care Center? Social and Ethnic Disparities in the Use of Early Education Institutions With a Beneficial Learning Environment

Becker, Birgit; Schober, Pia S.

doi:10.1080/10409289.2017.1320900

Cited by 45 publications

(26 citation statements)

References 45 publications

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“…However, such a theory assumes perfect knowledge and stable preferences around family practices across different social groups, which previous research has called into question (Becker and Schober, 2017; Kan and Laurie, 2016). Drawing on the accommodation model (Chaudry et al , 2010; Meyers and Jordan, 2006), we interpret decisions around leave as ‘accommodations – to family and employment demands, social and cultural expectations, available information, and financial, social, and other resources’ (Meyers and Jordan, 2006: 53).…”

Section: Theoretical Framework For Investigating Leave-taking Plans Imentioning

confidence: 99%

Shared Parental Leave: Exploring Variations in Attitudes, Eligibility, Knowledge and Take-up Intentions of Expectant Mothers in London

Twamley

Schober

2018

J. Soc. Pol.

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In April 2015, the UK introduced Shared Parental Leave (SPL), allowing mothers to transfer their maternity leave to their partners from two weeks after the birth or adoption of a child. There has been very limited research conducted on this leave policy to date and knowledge on take-up is poor. We present findings from an in-depth survey conducted with expectant mothers in two NHS trusts in England on their knowledge, views and plans around leave after the birth of their child and examine variations across educational and ethnic groups. A total of 575 expectant mothers took part in the survey. Around 7.4 per cent of expectant mothers who were (self-)employed or in education intended to take SPL. Finances and worries over fathers’ careers were cited as the primary barriers to take up of SPL. Individual entitlement for fathers and knowing others who took SPL increased individuals’ reported intention to take SPL. Applying logistic regression models, we found that knowledge of and access to SPL is correlated with education, ethnicity and home ownership. Future research and policy design should attend to such issues to ensure equitable access across families.

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Section: Theoretical Framework For Investigating Leave-taking Plans Imentioning

confidence: 99%

Shared Parental Leave: Exploring Variations in Attitudes, Eligibility, Knowledge and Take-up Intentions of Expectant Mothers in London

Twamley

Schober

2018

J. Soc. Pol.

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“…Besides family investment, the most important mediator seems to be the neighbourhood composition. One explanation for this could be that the neighbourhood composition will be reflected in the composition of day-care groups, which have been shown to affect children's cognitive development (Becker and Schober 2017). Parents' educational norms and aspirations, their stress levels and the parent-child interaction quality do not seem to contribute substantially to differences in academic abilities by parents' economic resources, even when considering their indirect effects on parental investment behaviour.…”

Section: Discussionmentioning

confidence: 99%

The Multiple Mediators of Early Differences in Academic Abilities by Parental Financial Resources in Germany

Dräger¹,

Pforr²

2020

Preprint

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Children growing up in households with few financial resources lag behind in cognitive development already before they enter school. In this paper, we make three contributions to enhance the understanding of the underlying mechanisms of these disparities: First, we investigate which processes drive social disparities in competences by parents’ financial resources among pre-schoolers in Germany. We consider the family investment model, the family stress model, neighborhood effects, childcare arrangements, and educational norms. Second, we evaluate whether there are differences by parental net worth, too, and whether these are mediated by the same factors as parental income. Third, we extend the existing literature by explicitly modeling the interrelations between the different mediators. We find substantial differences in children’s math, science, and PPVT test scores by both, parental income and net worth. These differences mostly occur at the lower end of the respective distributions. The indirect effects through all mediators together account for around one-third of the differences by parental income, but at most one-sixth of differences by parental net worth. Parents’ investment is by far the most important mediator, followed by neighborhood effects. Family stress, pro-educational norms, and childcare arrangements play only a minor role. Furthermore, we find important interrelations between the mediators, especially for parents’ educational norms. Yet, these interrelations hardly affect the contribution of the different mediators.

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“…Likewise, in the Netherlands, children from socio-economically disadvantaged families attending mixed background child groups gained more in literacy and reading than children in socio-economically homogenous, targeted, child groups (de Haan et al, 2013a). While in Germany, structural features and the availability of learning material was not associated with group composition (Becker and Schober, 2017), evidence from the United States suggests that in some contexts, parents in socio-economically disadvantaged families tend to choose centres of lower quality than more affluent parents (Dowsett et al, 2008). It is therefore of high policy relevance to identify across countries the extent to which disadvantaged children are clustered in ECEC, and whether and where centres with substantial numbers of disadvantaged children have lower quality than centres with more affluent peers.…”

Section: Theoretical Backgroundmentioning

confidence: 92%

“…Children from socio-economically disadvantaged families, and from ethnically diverse families, often attend centres with other children from similar backgrounds (Becker and Schober, 2017). Merging evidence from both the United States and Norway suggests that peers in ECEC influence both language-and socio-emotional development (Justice et al, 2011, Neidell and Waldfogel, 2010, Ribeiro and Zachrisson, 2017.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Sim¹,

Bélanger²,

Stancel-Piątak³

et al. 2019

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2019)5 STARTING STRONG SURVEY 2018 CONCEPTUAL FRAMEWORK Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Not Just Any Child Care Center? Social and Ethnic Disparities in the Use of Early Education Institutions With a Beneficial Learning Environment

Cited by 45 publications

References 45 publications

Shared Parental Leave: Exploring Variations in Attitudes, Eligibility, Knowledge and Take-up Intentions of Expectant Mothers in London

Shared Parental Leave: Exploring Variations in Attitudes, Eligibility, Knowledge and Take-up Intentions of Expectant Mothers in London

The Multiple Mediators of Early Differences in Academic Abilities by Parental Financial Resources in Germany

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

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