Teen Parenthood and School Dropout Across Generations

几代人的青少年育儿和辍学

• 批准号: 6438011
• 负责人: HONGLING XIE
• 金额: $ 7.28万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-02-13 至 2004-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6438011
• 关键词: adolescence (12-20); age at pregnancy; behavioral /social science research tag; clinical research; coping; generation difference; human data; longitudinal human study; socioeconomics; student dropouts; vertical transmission

DESCRIPTION (provided by investigator): The primary goal of this research is to clarify the intergenerational transmission of risk and resilience. Teen parenthood and school dropout will be studied in two consecutive generations. It is shown that becoming a parent before age 20 and failure to graduate from high school severely limit an individual's social and economic options. Today's teenage parents and youth that failed to complete high school may be less likely than were previous generation of teen mothers and school dropouts to overcome the socioeconomic adversity. Previous research has identified significant continuity of teen motherhood and educational attainment across generations. Understanding the process of intergenerational transmission will help identify the possible mechanisms for prevention and interventions. Specifically, this research aims: (1) to clarify the process of intergenerational transmission of teen parenthood and school dropout; (2) to identify risk and protective factors in intergenerational development, and (3) to examine the intergenerational coping of teen motherhood and its relation to the development of children (G3) born to teen mothers. The offspring generation (G2) of this study includes 364 females and 331 males who have participated in the Carolina Longitudinal Study (CLS) since they were in childhood (grade 4) and early adolescence (grade 7). They were interviewed annually through grade 12 and at ages 20 and 24. The retention rate was high (medium = .97). Information about their social and cognitive adjustment (e.g., academic competence, and popularity) and their peer social networks was obtained from multiple informants: teachers, self, peers, and observers. Their highest level of education and age when they first became a biological parent were determined by self-report, parent report, school records, and newspaper reports. A total of 629 parents (Gi) were also interviewed when G2 participants were in late adolescence and early adulthood. Information was obtained on age of motherhood (G 1), education levels of both parents, family SES, family structure, parenting practices with G2 participants during childhood and adolescence, and GI parents' involvement in raising grandchildren born to teenage daughters. When G3 children were at age 1 or 2, their mothers (G2 participants) were interviewed about their parenting behaviors and living arrangement. Parent-child interactions were video-taped and coded. G3 children's social and cognitive development was assessed during age 1 to 2 and again at school entry (age 4 - 6). In summary, this study aims to investigate the processes of intergenerational transmission using longitudinal, multimethod approach.

描述（由研究者提供）：本研究的主要目标是 阐明风险和复原力的代际传递。青少年 将对连续两代人的父母身份和辍学情况进行研究。 研究表明，在20岁之前成为父母， 高中严重限制了个人社会和经济选择。今天的 未成年父母和未完成高中学业的年轻人可能会少一些， 比上一代的青少年母亲和辍学者更有可能 克服社会经济逆境。先前的研究发现， 青少年母亲和受教育程度的显著连续性 代了解代际传递的过程， 帮助确定可能的预防和干预机制。 具体而言，本研究旨在：（1）阐明 青少年生育和辍学的代际传递; ⑵ 确定代际发展中的风险和保护因素，以及（3） 研究青少年母亲的代际应对及其与 青少年母亲所生子女的发展（G3）。后代 (G2)这项研究包括364名女性和331名男性，他们参加了 卡罗莱纳纵向研究（CLS），因为他们在童年（4年级） 青春期早期（7年级）。他们每年接受一次面试， 12岁和20岁和24岁。留存率较高（中等= 0.97）。 关于他们的社会和认知调整的信息（例如，学术 能力和受欢迎程度）和他们的同伴社交网络， 多个信息提供者：教师、自我、同伴和观察者。的最高水平 他们第一次成为亲生父母时的受教育程度和年龄 通过自我报告，家长报告，学校记录和报纸报道。共 的629名父母（Gi）也接受了采访时，G2参与者晚 青春期和成年早期。获得了关于母亲年龄的资料， （G1），父母双方受教育程度，家庭社会经济地位，家庭结构 在儿童和青少年时期与G2参与者的育儿实践，以及 美国大兵父母参与抚养十几岁女儿所生的孙子。 当G3儿童在1岁或2岁时，他们的母亲（G2参与者） 对他们的养育行为和生活安排进行了访谈。 父母与孩子的互动被录像并编码。G3儿童社交和 在1至2岁期间以及入学时再次评估认知发展 (age（第4至6段）。总之，本研究旨在研究 采用纵向、多方法方法进行代际传递。