The Family Economy, Child Labor, and Schooling: Evidence from the Early Twentieth-Century South

Walters, Pamela Barnhouse; Briggs, Carl M.

doi:10.2307/2095964

Cited by 39 publications

(31 citation statements)

References 16 publications

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“…Youth were either working or they were in school. Walters and Briggs (1993) argued that the setting of work changes this dynamic. They found that youth in rural areas were able to incorporate their work around the school day, doing chores in the morning or evening, or only on a seasonal basis.…”

Section: Community Characteristicsmentioning

confidence: 99%

School, work and community-level differences in Afghanistan and Tajikistan: divergence in secondary school enrolment of youth

Whitsel

Mehran

2010

Central Asian Survey

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Youth in Tajikistan and Afghanistan struggle to attend secondary school. Educational research indicates that individual, family and community factors are key determinants of educational participation. The question that dominated past research was whether family or community variables had a greater influence on educational participation. Instead, this article asks how the community context shapes the influence of family characteristics on educational participation. Using recent data from the Tajikistan Living Standards Measurement Survey and Afghanistan National Risk and Vulnerability Assessment, we demonstrate ways that school availability, school costs and work opportunities shape individual and family determinants of youth educational participation in Tajikistan and Afghanistan. We find that there is greater divergence between communities in Tajikistan than in Afghanistan.

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Section: Community Characteristicsmentioning

confidence: 99%

School, work and community-level differences in Afghanistan and Tajikistan: divergence in secondary school enrolment of youth

Whitsel

Mehran

2010

Central Asian Survey

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“…The family is the primary decision-making unit that allocates time, resources and the activities of its members, including children (Walters and Briggs 1993). Families in the South in the 19th century and in rural Mexico in the late 20th century frequently lived in tenuous economic circumstances and were forced to make decisions about whether it was best for children to go to school or to work.…”

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

confidence: 99%

“…Due to the cyclical nature of agricultural work, however, in some circumstances school and work were combined. Of course, the greater the family need, the less likely it was that children would be allowed to attend school (Walters and Briggs 1993;Rivero 2000).…”

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

confidence: 99%

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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“…Three other studies employ data from the Philadelphia manuscript census of 1880 (Goldin 1979(Goldin , 1981Haines 1981), and one (Walters and Briggs 1993) draws on the Public Use Sample of the 1910 census for North and South Carolina. Each of these studies finds that higher family incomes reduced the likelihood that children would work.…”

Section: Previous Studiesmentioning

confidence: 99%

“…Goldin (1979Goldin ( , 1981, Haines (1981), and Walters and Briggs (1993) lack direct measures of family income; thus they must infer income from occupational titles, an admittedly imperfect process.3 Assigning wages by occupations ignores individual differences in productivity and unemployment, differences that can only partially be proxied by age. Finally, most previous studies have implicitly defined children as offspring of any age living at home; for example, the mean age of the "children" in Goldin's (1981) sample is 18.5.…”

Section: Previous Studiesmentioning

confidence: 99%

Family Income and Child Labor in Carolina Cotton Mills

Holleran¹

1997

Social Science History

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The Family Economy, Child Labor, and Schooling: Evidence from the Early Twentieth-Century South

Cited by 39 publications

References 16 publications

School, work and community-level differences in Afghanistan and Tajikistan: divergence in secondary school enrolment of youth

School, work and community-level differences in Afghanistan and Tajikistan: divergence in secondary school enrolment of youth

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

Family Income and Child Labor in Carolina Cotton Mills

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