The Environment of Childhood Poverty

Evans, Gary W.

doi:10.1037/e736582011-002

Cited by 1 publication

(4 citation statements)

References 61 publications

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“…Findings from decades of research (e.g. Evans, 2004;Evans et al, 2005;Yoshikawa et al, 2012) on how early exposure to poverty affects later development begin to explain why early socioeconomic adversity might influence motivation to lead. First, the negative effects of exposure to socioeconomic adversity accumulate over time and predict social rule breaking (e.g.…”

Section: Contextual Predictorsmentioning

confidence: 99%

Section: Contextual Predictorsmentioning

confidence: 99%

“…Relatedly, parenting quality is a dominant aspect of the family context, and there is a well-established link between family SES and parenting quality (Evans, 2004). There are two primary explanations for this link: the socio-emotional model and the cognitive model.…”

Section: Contextual Predictorsmentioning

confidence: 99%

“…Third, children exposed to socioeconomic adversity are more likely to witness their parents working in undesirable conditions, such as poorer-quality, lower-paid, and physically dangerous work (Evans, 2004). One consequence for people doing such work is that it often does not come with holding formal leadership positions (Evans, 2004), denying poorer children adult role models who hold leadership positions. Parents of children experiencing socioeconomic adversity are also more likely to experience job insecurity and unemployment (Jahoda, 1992), once again limiting their ability to model being a leader in an organizational setting to their children.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Contextual, interpersonal, and personal predictors of young adults' affective-identity motivation to lead

Barling

Weatherhead²,

Pupco³

et al. 2022

LODJ

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PurposeWhy some people are motivated to become leaders is important both conceptually and practically. Motivation to lead compels people to seek out leadership roles and is a distinct predictor of leader role occupancy. The goal of our research is to determine contextual (socioeconomic status and parenting quality), interpersonal (sociometric status), and personal (self-esteem and gender) antecedents of the motivation to lead among young adults.Design/methodology/approachThe authors tested the model using two samples of Canadian undergraduate students (Sample 1: N = 174, M age = 20.02 years, 83% female; Sample 2: N = 217, M age = 18.8 years, 54% female). The authors tested the proposed measurement model using the first sample, and tested the hypothesized structural model using the second sample.FindingsThe proposed 5-factor measurement model provided an excellent fit to the data. The hypothesized model also provided a good fit to the data after controlling for potential threats from endogeneity. In addition, gender moderated the relationship between sociometric status and affective-identity motivation to lead, such that this interaction was significant for females but not males.Practical implicationsThe findings make a practical contribution in understanding how parents, teachers, and organizations can encourage greater motivation to lead, especially among young adults who have faced poverty and marginalization and tend to be excluded from leadership positions in organizations.Originality/valueThe authors conceptualize and test the contextual, interpersonal, and personal predictors of affective-identity motivation to lead among young adults.

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Section: Contextual Predictorsmentioning

confidence: 99%

Section: Contextual Predictorsmentioning

confidence: 99%

Section: Contextual Predictorsmentioning

confidence: 99%