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Author: Campbell, Lori A.

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1.	Campbell, Lori A.
1.	Parental Wealth and Intergenerational Mobility Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016 Cohort(s): NLSY79 Publisher: American Sociological Association Keyword(s): College Characteristics; College Degree; Home Ownership; Income; Intergenerational Patterns/Transmission; Mobility, Economic; Parental Influences; Wealth Permission to reprint the abstract has not been received from the publisher. Much sociological research on intergenerational mobility has neglected the role of parental wealth, instead focusing on parental occupational status or prestige, family income, and parents' educational attainment. Using data from the National Longitudinal Survey of Youth, 1979, I investigate the relationship between parental wealth and intergenerational mobility. Specifically, this research focuses on two major research questions. First, are young adults who grew up in low wealth families less likely to attend selective colleges and universities than young adults who grew up in more wealthy families? While there has been some research in sociology regarding the effect of parental wealth on college attendance and graduation (Conley 2001), we know little about whether and how parental wealth affects the college selectivity and college completion of offspring. This line of research is important because students attending more selective institutions are more likely to graduate than those attending less selective institutions, and researchers have identified a "stagnant social-class gap in college completion" (Goldrick-Rab 2006), which in turn affects economic mobility in young adulthood. The second question I examine is, controlling for college completion and selectivity, what role does parental wealth play in explaining variation in economic mobility among young adults? I focus on three outcomes: young adults' employment, income, and homeownership. I demonstrate that parental wealth affects college completion, time to degree as well as college selectivity. Parental wealth also has small but significant effects on young adults' economic mobility, such as income and employment, independent of parental income and educational attainment.
	Bibliography Citation Campbell, Lori A. "Parental Wealth and Intergenerational Mobility." Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016.

2.	Campbell, Lori A.
2.	When Wealth Matters: Parental Wealth and Child Outcomes Ph.D. Dissertation, The Ohio State University, Department of Sociology, 2007. AAT 3286841 Cohort(s): Children of the NLSY79, NLSY79 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): Behavior Problems Index (BPI); Family Income; Home Observation for Measurement of Environment (HOME); Household Composition; Motor and Social Development (MSD); Parents, Behavior; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Wealth Permission to reprint the abstract has not been received from the publisher. In this dissertation, I explore whether parental wealth influences child development, including children's math and reading achievement, behavior problems and motor and social development. Using the linked lives framework and drawing upon social capital theory, I hypothesize that wealth affects children's development through the provision of the home environment, including parenting behaviors and material goods and services. Additionally, I argue that parental aspirations for the child's education may shape child achievement. My sample is drawn from the NLSY79 mother-child data, and I calculate parental wealth in three different ways: from the child's birth to age 5, current wealth at the time of the child's assessment, and average wealth over the course of the child's life. My results show that parental wealth affects the quality of the home environment that parents provide for their children with wealthier parents providing stronger home environments than less affluent parents. The initial positive, significant effect of wealth on child math and reading achievement is attenuated and eventually reduced to non-significance after I control for parent and family attributes, including home environment quality. However, parental wealth continues to effect child behavior problems even after adjusting for factors believed to impact child social adjustment.
	Bibliography Citation Campbell, Lori A. When Wealth Matters: Parental Wealth and Child Outcomes. Ph.D. Dissertation, The Ohio State University, Department of Sociology, 2007. AAT 3286841.

3.	Campbell, Lori A. Parcel, Toby L.
3.	Children's Home Environments in Great Britain and the United States Journal of Family Issues 31,5 (May 2010): 559-584. Also: http://jfi.sagepub.com/cgi/content/abstract/31/5/559 Cohort(s): Children of the NLSY79 Publisher: Sage Publications Keyword(s): Behavior Problems Index (BPI); Britain, British; Cross-national Analysis; Home Observation for Measurement of Environment (HOME); Human Capital; Maternal Employment; NCDS - National Child Development Study (British); Social Capital Permission to reprint the abstract has not been received from the publisher. This study analyzes the effects of human, social, and financial capital on children's home environments in the United States and Great Britain by comparing a sample of 5- to 13-year-old children from the United States with a similar sample from Britain. In both countries, the authors find weaker home environments for boys, minority children, and those with more siblings. Parental education and maternal cognitive ability are linked to stronger home environments. The effects of family structure, maternal school track, grandparents' education, and paternal work vary by society. The authors conclude that parents are important in both societies and that evidence for the notion that the more developed welfare state in Britain may substitute for capital at home in promoting children's home environments is weak.
	Bibliography Citation Campbell, Lori A. and Toby L. Parcel. "Children's Home Environments in Great Britain and the United States." Journal of Family Issues 31,5 (May 2010): 559-584.

4.	Parcel, Toby L. Campbell, Lori A.
4.	Can the Welfare State Replace Parents? Children's Cognition in the United States and Great Britain Social Science Research (1 November 2016): DOI: 10.1016/j.ssresearch.2016.10.009. Also: http://www.sciencedirect.com/science/article/pii/S0049089X16302617 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Elsevier Keyword(s): Britain, British; Child Health; Cognitive Ability; Cross-national Analysis; Family Structure; Maternal Employment; NCDS - National Child Development Study (British); Parental Influences; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT) In recent years we have learned a great deal about how families influence child outcomes in the United States (U.S.). We know that family social capital is important in promoting both child cognition and social adjustment (Dufur et al., 2013 and Dufur et al., 2008); that fathers play a vital role in promoting child well-being (Coltrane, 1996 and Marsiglio and Roy, 2012); and that marital disruption can be detrimental to child and adolescent development (Amato, 2010 and Kim, 2011). We know much less, however, about whether these same findings hold in countries outside the U.S., and whether similar processes are at work cross-culturally. We address this deficit by studying the determinants of children's cognition in both the U.S. and Great Britain (G.B.). Classic sociological findings suggest that child cognition is important because it predicts school success, an important precursor of placement in western stratification systems (Crouse et al., 1979). Lower levels of cognition, even among younger children, are associated with subsequent reduced high school graduation rates, lower probabilities of college enrollment and lower levels of academic achievement (Jencks, 1979 and Sewell and Hauser, 1975). Thus, children's cognition has implications for long-term socioeconomic success.
	Bibliography Citation Parcel, Toby L. and Lori A. Campbell. "Can the Welfare State Replace Parents? Children's Cognition in the United States and Great Britain." Social Science Research (1 November 2016): DOI: 10.1016/j.ssresearch.2016.10.009.

5.	Parcel, Toby L. Campbell, Lori A.
5.	Capital at Home Affecting Children's Behavior Problems in the United States and Great Britain Presented: Montreal, QC, Annual Meeting of the American Sociological Association, August 2006 Cohort(s): Children of the NLSY79 Publisher: American Sociological Association Keyword(s): Behavior Problems Index (BPI); Cross-national Analysis; Home Observation for Measurement of Environment (HOME); Human Capital; Maternal Employment; NCDS - National Child Development Study (British); Social Capital Permission to reprint the abstract has not been received from the publisher. We analyze the effects of family social, human and financial capital on child behavior problems in two societies. This is possible by comparing a sample of 5-13 year old children from the 1994 NLSY with a similar sample from the 1991 NCDS British Child. In both societies, male children, those with health problems, and those with divorced mothers are at higher risk, while those with stronger home environments are at reduced risk. However, British children are at reduced risk the higher the mothers' mental abilities, and are at increased risk in they live in single parent homes or have higher numbers of siblings, effects absent in the United States. U.S. children are at reduced risk if they have nonwhite mothers, if the mother was reared in an intact family, and if the mother works low part-time hours, effects absent in Great Britain. We conclude that, while some of the specific effects differ, parents are important in both societies in promoting child social adjustment, and that evidence for the notion that the more developed welfare state in Great Britain may substitute for capital at home in promoting child social adjustment is weak.
	Bibliography Citation Parcel, Toby L. and Lori A. Campbell. "Capital at Home Affecting Children's Behavior Problems in the United States and Great Britain." Presented: Montreal, QC, Annual Meeting of the American Sociological Association, August 2006.

6.	Parcel, Toby L. Campbell, Lori A. Zhong, Wenxuan
6.	Children’s Behavior Problems in the United States and Great Britain Journal of Health and Social Behavior 53,2 (June 2012): 165-182. Also: http://hsb.sagepub.com/content/53/2/165 Cohort(s): Children of the NLSY79 Publisher: American Sociological Association Keyword(s): Behavior Problems Index (BPI); Britain, British; Cross-national Analysis; Home Observation for Measurement of Environment (HOME); Human Capital; Maternal Employment; NCDS - National Child Development Study (British); Social Capital Permission to reprint the abstract has not been received from the publisher. We analyze the effects of family capital on child behavior problems in the United States and Great Britain by comparing a longitudinal survey sample of 5- to 13-year-old children from the 1994 National Longitudinal Survey of Youth (N = 3,864) with a similar sample of children from the 1991 National Child Development Study “British Child” (N = 1,430). Findings suggest that in both societies, male children, those with health problems, and those whose mothers are divorced are at increased risk for behavior problems, while those with stronger home environments are at reduced risk. Family structure effects are more pervasive in Great Britain than in the United States, although some of these findings are a function of our racially diverse U.S. sample. We conclude that parents are important in both societies in promoting child social adjustment, and evidence that the more developed welfare state in Great Britain may substitute for capital at home is weak.
	Bibliography Citation Parcel, Toby L., Lori A. Campbell and Wenxuan Zhong. "Children’s Behavior Problems in the United States and Great Britain." Journal of Health and Social Behavior 53,2 (June 2012): 165-182.

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