The Estimated Effect of Maternal Employment on Children Under Mandatory and Non-Mandatory Employment Circumstances

McGroder, Sharon M.; Zaslow, Martha; Papillo, Angela Romano; Ahluwalia, Surjeet K.; Brooks, Jennifer L.

doi:10.1080/13668800500262679

Cited by 5 publications

(5 citation statements)

References 15 publications

(24 reference statements)

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“…Welfare regimes that facilitated maternal employment and offered earnings supplements benefited school‐age children in terms of their school achievement, behavior, and health (Zaslow et al). Without improving family economic status, maternal employment usually had no effect on children's behavior and school readiness (McGroder, Zaslow, Papillo, Ahluwalia, & Brooks, 2005; Zaslow et al).…”

Section: Families In Poverty In the Context Of Welfare Reformmentioning

confidence: 99%

Poverty and the American Family: A Decade in Review

Edin

Kissane

2010

J of Marriage and Family

113

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Because of dramatic levels of economic volatility and massive changes in welfare policies, scholars in this decade worried anew about whether our official poverty measure, adopted in the 1960s, is adequate. Poverty's causes continued to be debated, with demographic factors often pitted against policy and maternal employment changes. Some scholars focused on events that trigger spirals into poverty or poverty exits. The literature on consequences of poverty featured new techniques for identifying underlying processes and mechanisms. Researchers also explored “neighborhood effects” and focused on poverty deconcentration efforts. Finally, scholars produced a voluminous literature on the efforts to reform welfare and their subsequent effects.

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Section: Families In Poverty In the Context Of Welfare Reformmentioning

confidence: 99%

Poverty and the American Family: A Decade in Review

Edin

Kissane

2010

J of Marriage and Family

113

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“…They found that children with language problems were likely to manifest learning problems and that learning problems mediated the relationship between language and behavior problems. Finally, McGroder, Zaslow, Papillo, Ahluwalia, and Brooks (2005), using the sample from the National Evaluation of Welfare-to-Work Strategies Study, estimated the effect of maternal employment on preschool African American children and their school readiness and behavior. These investigators did not find any significant relationships with later learning; however, maternal employment did predict more positive behavior status, suggesting the importance of socioeconomic factors as key covariates for such investigations.…”

Section: Early Predictors Of Reading and Math Skills In African Ameri...mentioning

confidence: 99%

Longitudinal predictors of reading and math trajectories through middle school for African American versus Caucasian students across two samples.

Hooper¹,

Roberts²,

Sideris³

et al. 2010

Developmental Psychology

103

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This study's primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills. The study expands on Duncan et al.'s (2007) work by using longitudinal methodology from the National Institute of Child Health and Human Development's Study of Child Care and Youth Development (SECCYD) and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) databases, and by focusing on potential differences in patterns of early predictors of later reading and math trajectories for African American versus Caucasian students. Predictor measures were selected at kindergarten, and the outcomes included standardized reading and math scores obtained from Grades 1, 3, 5, and 9 for the SECCYD sample, and Grades 3, 5, and 8 for the ECLS-K sample. Consistent with Duncan et al.'s findings, results reflect the relative contributions of early reading and math skills to later functioning in these respective academic domains for both samples, and there are indications for the importance of early expressive language skills to both reading and math in the SECCYD sample. Findings related to the power of social-behavioral predictors, however, are not consistent across samples. Although the SECCYD sample evidenced no such predictors, several interactions in the ECLS-K sample suggested the moderating effects of early ratings of aggressive behaviors and internalizing behaviors on later reading and math for African American students. The moderating effects of early teacher ratings of attention and internalizing behaviors for African American students as compared with Caucasian students in later math growth also were noted. The importance of early social-behavioral functions as related to later academic skills remains an important area of inquiry.

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“…Some suggest that maternal employment is detrimental for child cognitive outcomes (Coleman, 1988), particularly verbal and mathematical ability of young children (Ruhm, 2004). However, a larger set of studies finds that maternal employment neither affects the quality of the mother-child relationship nor the academic achievement of children (McGroder, Zaslow, Papillo, Ahluwalia & Brooks, 2005; Parcel, Nickoll, & Dufur, 2000). Indeed, some research suggests that maternal employment has positive effects on child outcomes (Kovacs, 1999; Parcel & Menaghan, 1994b; Vandell & Ramanan, 1992).…”

mentioning

confidence: 97%

“…This shift has sparked considerable academic debate regarding the consequences of mothers' employment for families and especially for children (Jacobs & Gerson, 2004). However, a larger set of studies finds that maternal employment neither affects the quality of the mother-child relationship nor the academic achievement of children (McGroder, Zaslow, Papillo, Ahluwalia & Brooks, 2005;Parcel, Nickoll, & Dufur, 2000). Some suggest that maternal employment is detrimental for child cognitive outcomes (Coleman, 1988), particularly verbal and mathematical ability of young children (Ruhm, 2004).…”

mentioning

confidence: 99%

From the Shop Floor to the Kitchen Floor

Yetis-Bayraktar

Budig

Tomaskovic‐Devey

2012

Work and Occupations

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Using data from the Panel Study of Income Dynamics we explore the relationship between current and early maternal occupational complexity and preadolescent children's academic achievement in mathematics and reading. We measure white-collar occupational complexity with an index that incorporates task complexity, authority, and autonomy. Blue-collar occupational complexity is observed with a measure of task complexity with things. Controlling for differential selection into employment, we find that current maternal occupational complexity has positive associations with reading and mathematics scores for children, with stronger associations for sons. We find mixed associations between early maternal employment and children's academic achievement, suggesting that the influence of early maternal employment on child development declines as children age.

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The Estimated Effect of Maternal Employment on Children Under Mandatory and Non-Mandatory Employment Circumstances

Cited by 5 publications

References 15 publications

Poverty and the American Family: A Decade in Review

Poverty and the American Family: A Decade in Review

Longitudinal predictors of reading and math trajectories through middle school for African American versus Caucasian students across two samples.

From the Shop Floor to the Kitchen Floor

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