Explaining income disparities in young children?s development: The role of community contexts and family processes
Explaining income disparities in young children?s development: The role of community contexts and family processes
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DOI：
10.1016/j.ecresq.2020.12.006
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发表时间：
2021-01-09
影响因子：
3.7
通讯作者：
Votruba-Drzal, Elizabeth
中科院分区：
文献类型：
--
作者：
Coley, Rebekah Levine;Spielvogel, Bryn;Votruba-Drzal, Elizabeth
经济差距日益扩大，家庭越来越多地被划分为经济上隔离的社区，这突出表明需要明确界定家庭收入促进儿童发展的途径。结合投资和压力理论的假设，我们开发并测试了一个多背景和跨领域的概念模型，评估社区和家庭环境如何调解家庭收入和儿童在幼儿园入学的认知和行为技能之间的联系。我们从早期儿童纵向研究-出生队列（ECLS-B; N约为10，650）中提取了有关家庭收入，养育过程和儿童功能的数据，这些数据来自婴儿期至5岁的儿童。我们使用地理信息系统技术创建和验证社区措施，使用来自经济普查，十年一次的人口普查，国家教育统计中心，联邦调查局和环境保护局的行政数据，然后将其与ECLS-B中的每个孩子联系起来。使用结构方程模型，我们的分析揭示了三个主要教训。首先，低收入儿童获得社区教育和文化资源的机会有限，更容易受到社区压力因素的影响，包括集中的不利处境和暴力犯罪。其次，这些社区特征与较低的认知刺激和情感支持以及来自父母的较高严厉纪律有关。第三，社区和家庭环境共同调节家庭收入与儿童认知和行为功能之间的联系。结果，虽然显示小的影响大小，提供了一个更复杂的，多背景的观点比以前的研究，划定的资源和压力源在社区和家庭层面的作用，在解释收入差距在幼儿的发展成功。
Growing economic disparities and the increased sorting of families into economically segregated communities have heightened the need to clearly delineate pathways through which family income promotes children's development. Combining hypotheses from investment and stress theories, we developed and tested a multi-context and cross-domain conceptual model assessing how community and family contexts mediate links between family income and children's cognitive and behavioral skills at kindergarten entry. We drew data on family income, parenting processes, and child functioning from the Early Childhood Longitudinal Study- Birth Cohort (ECLS-B; N approximate to 10,650), following children from infancy through age 5. We used Geographic Information Systems technology to create and validate community measures using administrative data from the Economic Census, Decennial Census, National Center of Education Statistics, Federal Bureau of Investigations, and Environmental Protection Agency, which were then linked to each child in the ECLS-B. Using structural equation modeling, our analyses revealed three primary lessons. First, lower-income children have limited access to community educational and cultural resources and heightened exposure to community stressors including concentrated disadvantage and violent crime. Second, these community characteristics are associated with lower cognitive stimulation and emotional support and with higher harsh discipline from parents. And third, community and family contexts together mediate connections between family income and children's cognitive and behavioral functioning. Results, albeit showing small effect sizes, provide a more complex, multi-contextual view than prior research, delineating the role of both resources and stressors at community and family levels in explaining income disparities in young children's developmental success.