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Author: Goosby, Bridget J.
Resulting in 8 citations.
1. Cheadle, Jacob E.
Goosby, Bridget J.
Birth Weight, Cognitive Development, and Life Chances: A Comparison of Siblings from Childhood into Early Adulthood
Social Science Research 39,4 (July 2010): 570-584.
Also: http://www.sciencedirect.com/science/article/pii/S0049089X10000165
Cohort(s): Children of the NLSY79
Publisher: Academic Press, Inc.
Keyword(s): Birthweight; Child Health; Cognitive Development; Educational Attainment; High School Diploma; Home Observation for Measurement of Environment (HOME); Life Course; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Siblings

Using data from the National Longitudinal Survey of Youth Child Sample (CNLSY79), we sought to elaborate the complex interplay between childhood health and educational development over the early life course. Our approach made use of sibling comparisons to estimate the relationship between birth weight, cognitive development, and timely high school completion in models that spanned childhood, adolescence, and into early adulthood. Our findings indicated that lower birth weight, even after adjusting for fixed-family characteristics and aspects of the home environment that varied between siblings, was associated with decreased cognitive skills at age 5 and marginally significantly slower growth rates into adolescence. In addition, low birth weight increased the risk of not graduating by age 19, although this relationship reflected differences in cognitive development. Additional moderation analyses provided no evidence that birth weight effects are exacerbated by social conditions. Overall, the pattern of findings painted a complex picture of disadvantage, beginning in the womb and presumably via educational attainment, extending over the life course. [Copyright (c) Elsevier]

Copyright of Social Science Research is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bibliography Citation
Cheadle, Jacob E. and Bridget J. Goosby. "Birth Weight, Cognitive Development, and Life Chances: A Comparison of Siblings from Childhood into Early Adulthood." Social Science Research 39,4 (July 2010): 570-584.
2. Goosby, Bridget J.
Poverty and Adolescent Mental Health: The Role of Maternal Psychological Resources
Presented: Los Angeles, CA, Population Association of America (PAA) Annual Meetings, March-April 2006
Cohort(s): Children of the NLSY79
Publisher: Population Association of America
Keyword(s): Armed Forces Qualifications Test (AFQT); Behavior Problems Index (BPI); Census of Population; Child Self-Administered Supplement (CSAS); Children, Poverty; Depression (see also CESD); Pearlin Mastery Scale; Poverty

Permission to reprint the abstract has not been received from the publisher.

Limited research has been conducted assessing maternal depression and mastery as predictors of adolescent mental health. Much focus has been targeted towards the familial context among young children. This study seeks to assess the impact of maternal psychological well-being on the depression and anxiety levels and social withdrawal in a sample of young adolescents between the ages of 10 and 14 (N=1265). Analyses using structural equation modeling find that the effects of experiencing poverty on adolescent outcomes are mediated by maternal depression and sense of mastery. When maternal mastery and depression are regressed on poverty and background characteristics, being in poverty is the strongest predictor of maternal psychological well-being.

This study explores the effect of poverty duration on adolescents' internalized and externalized behavioral problems using the National Longitudinal Survey of Youth. This study builds on a body of research studying the familial aspects that influence mental health indicators of low-income youth by examining the pathways through which poverty impacts adolescent depression, anxiety, and social withdrawal. By exploring the mediational influences of maternal psychological well-being on the relationship between poverty duration and adolescent socioemotional outcomes of low-income youth, this study seeks to further elaborate the relationship between the family and adolescent experiences. This study is organized around the following set of questions: (1) How does the duration of time spent in poverty influence early adolescent mental health indicators? (2a) Do maternal depressive symptoms and sense of mastery mediate the impact of poverty on young adolescent mental health (2b) and to the extent that maternal mental health mediates poverty, what role does the mother's mental health play in buffering or exacerbating these outcomes? Finally, (3) to what degree does poverty predict mother's depressive symptoms and sense of mastery?

Bibliography Citation
Goosby, Bridget J. "Poverty and Adolescent Mental Health: The Role of Maternal Psychological Resources." Presented: Los Angeles, CA, Population Association of America (PAA) Annual Meetings, March-April 2006.
3. Goosby, Bridget J.
Poverty Duration, Maternal Psychological Resources, and Adolescent Socioemotional Outcomes
Journal of Family Issues 28,8 (August 2007): 1113-1134.
Also: http://jfi.sagepub.com/content/28/8/1113.abstract
Cohort(s): Children of the NLSY79
Publisher: Sage Publications
Keyword(s): Armed Forces Qualifications Test (AFQT); Behavior Problems Index (BPI); Census of Population; Child Self-Administered Supplement (CSAS); Children, Poverty; Depression (see also CESD); Pearlin Mastery Scale; Poverty

Permission to reprint the abstract has not been received from the publisher.

This study seeks to assess the impact of maternal psychological well-being on the depression and anxiety levels and social withdrawal in a sample of young African American and Caucasian adolescents between the ages of 10 and 14 (N = 854) using data from the National Longitudinal Survey of Youth 1979 child sample. Analyses using structural equation modeling found (a) that the duration of time mothers spend in poverty strongly predicts maternal mastery and depressive symptoms and (b) that the effects of poverty duration on adolescent outcomes are mediated primarily by maternal depression and sense of mastery even after controlling for parenting behavior and other familial background characteristics.
Bibliography Citation
Goosby, Bridget J. "Poverty Duration, Maternal Psychological Resources, and Adolescent Socioemotional Outcomes." Journal of Family Issues 28,8 (August 2007): 1113-1134.
4. Goosby, Bridget J.
Poverty Experiences and the Transition to Adolescence: Measuring the Impact of Poverty Status and Duration of Internalized and Externalized Outcomes of Young Adolescents
Presented: Atlanta, GA, Population Association of America Annual Meetings, May 2002
Cohort(s): Children of the NLSY79
Publisher: Population Association of America
Keyword(s): Behavior Problems Index (BPI); CESD (Depression Scale); Children, Poverty; Home Observation for Measurement of Environment (HOME); Poverty; Welfare

Permission to reprint the abstract has not been received from the publisher.

Using data from the NLSY in 1994, this paper addresses the degree to which differing poverty experiences have an effect on internalized and externalized behaviors of young adolescents. Previous research suggests that poverty status and welfare status have a significant impact on child outcomes, but much of the literature limits its samples to young children. Ordinary least squares regression will be used to examine these effects on a sample African American, Latino, and white adolescent between the ages of 10 and 14. This study adds to literature on poverty research by addressing the impact of poverty as a chronic strain on young adolescents who are experiencing numerous developmental transitions. The Behavioral Problems Index measures the internalized and externalized outcomes. In addition, the study addresses the potential mediating influence of the parent child relationship using the HOME supplement measuring warmth and the mother's mental health using the CES-D.
Bibliography Citation
Goosby, Bridget J. "Poverty Experiences and the Transition to Adolescence: Measuring the Impact of Poverty Status and Duration of Internalized and Externalized Outcomes of Young Adolescents." Presented: Atlanta, GA, Population Association of America Annual Meetings, May 2002.
5. Goosby, Bridget J.
The Effects of Poverty Status and Duration on Adolescent Self-Esteem
Presented: Chicago, IL, American Sociological Association Annual Meetings, August 2002
Cohort(s): Children of the NLSY79
Publisher: American Sociological Association
Keyword(s): Behavior Problems Index (BPI); CESD (Depression Scale); Home Observation for Measurement of Environment (HOME); Poverty; Welfare

Permission to reprint the abstract has not been received from the publisher.

Using data from the National Longitudinal Survey of Youth in 1994, this paper addresses the degree to which differing poverty experiences have an effect on the global self-worth and depression and anxiousness experienced by young adolescents. Regression analysis were conducted on 2855 African American and white adolescents ages 10-14. The results of the analysis show that the effects of poverty timing do influence the later psychological outcomes in early adolescence. The analysis also found that these effects are mediated by the mother's mental health and behavior. These findings suggest that maternal mental health and warmth towards their children play an important role in buffering the impact of poverty during early adolescence. Suggestions for directions in future research are discussed.
Bibliography Citation
Goosby, Bridget J. "The Effects of Poverty Status and Duration on Adolescent Self-Esteem." Presented: Chicago, IL, American Sociological Association Annual Meetings, August 2002.
6. Goosby, Bridget J.
The Impact of Poverty Duration on Youth Behavioral and Cognitive Outcomes
Ph.D. Dissertation, The Pennsylvania State University 2003. DAI-A 64/09, p. 3500, Mar 2004
Cohort(s): Children of the NLSY79, NLSY79
Publisher: UMI - University Microfilms, Bell and Howell Information and Learning
Keyword(s): Adolescent Behavior; Age at First Birth; Armed Forces Qualifications Test (AFQT); Behavior Problems Index (BPI); Behavioral Problems; Child Self-Administered Supplement (CSAS); Children, Home Environment; Children, Well-Being; Demography; Depression (see also CESD); Family Studies; Home Environment; Home Observation for Measurement of Environment (HOME); Human Capital; Life Course; Marital Status; Mothers, Behavior; Mothers, Health; Parent-Child Relationship/Closeness; Parents, Behavior; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Poverty; Racial Differences; Self-Esteem; Welfare

Drawing upon the life course perspective and a theoretical framework synthesizing human capital and cultural capital perspectives, this study tests the effects of poverty experiences on the cognitive and behavioral outcomes of young adolescents. This study addresses several questions: (1) What is the effect of poverty experiences on adolescents' cognitive and behavioral outcomes, and how do these outcomes vary by race? (2) Does maternal mental health, maternal behavior, and home context mediate the effect of poverty experiences on adolescent outcomes? (3) Do prior behavioral problems and test scores affect behavioral problems and test scores of adolescents? Using data from the National Longitudinal Survey of Youth, the effects of poverty experiences on adolescent behavioral problems and test scores is examined for 1824 African American and white adolescents aged 10 to 14. The explanatory measures used to predict adolescent behavioral and cognitive outcomes included: poverty experience (poverty duration and welfare receipt duration), maternal psychological resources (mastery, depressive symptoms, and self-esteem), and parenting and context in 1994 and 1996 (cognitive stimulation, emotional support, and physical context). The analyses also include child background characteristics (age, race, and sex) and maternal background characteristics (years of education, AFQT scores, age at child's birth, and marital status). I employ ordinary least squares regression to examine the impact of the explanatory variables on adolescent behavioral problems and test scores. An intervening model is used to test the mediating influence of maternal psychological resources, parenting behavior, and physical context on the relationship between poverty experiences and adolescent outcomes. I found that poverty duration significantly increases adolescent internalized and externalized behavioral problems, and significantly reduces Reading and Math test scores. The detrimental impact of poverty is stronger for white adolescents than for African American adolescents. I also found that maternal psychological resources, parenting, and physical context mediate poverty's effect on adolescent outcomes. These findings suggest the desirability of continued efforts to alleviate the effects of economic strain on poor families. Also, the strong effects of maternal mental health suggests that more emphasis on improvements to maternal and child psychological well-being should be addressed.
Bibliography Citation
Goosby, Bridget J. The Impact of Poverty Duration on Youth Behavioral and Cognitive Outcomes. Ph.D. Dissertation, The Pennsylvania State University 2003. DAI-A 64/09, p. 3500, Mar 2004.
7. Goosby, Bridget J.
Cheadle, Jacob E.
Birth Weight, Math and Reading Achievement Growth: A Multilevel Between-Sibling, Between-Families Approach
Social Forces 87,3 (March 2009): 1291-1320.
Also: http://www.jstor.org/stable/40345162
Cohort(s): Children of the NLSY79, NLSY79
Publisher: University of North Carolina Press
Keyword(s): Academic Development; Armed Forces Qualifications Test (AFQT); Behavior Problems Index (BPI); Birthweight; Educational Attainment; Family Environment; Family Studies; Home Environment; Home Observation for Measurement of Environment (HOME); Modeling, Multilevel; Panel Study of Income Dynamics (PSID); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

Permission to reprint the abstract has not been received from the publisher.

We used multilevel covariance structure analysis to study the relationship between birth weight, family context and youth math and reading comprehension growth from approximately ages 5 through 14 within and between families. Using data from the National Longitudinal Survey of Youth Child Sample, we examined the relationship between birth weight and subsequent academic achievement growth disparities, distinguishing between birth weight and other contextual social confounders. We found that smaller birth weight is associated with lower math and reading scores at age 5. Additional findings indicated that the home environment has important developmental consequences from early childhood and into adolescence. Overall, the pattern of findings painted a complex picture of disadvantage, beginning in the womb and extending through a variety of mechanisms into adolescence. [ABSTRACT FROM AUTHOR]

Copyright of Social Forces is the property of University of North Carolina Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bibliography Citation
Goosby, Bridget J. and Jacob E. Cheadle. "Birth Weight, Math and Reading Achievement Growth: A Multilevel Between-Sibling, Between-Families Approach." Social Forces 87,3 (March 2009): 1291-1320.
8. Goosby, Bridget J.
Cheadle, Jacob E.
Birth Weight, Math, and Reading Achievement Growth: A Multilevel Between-Sibling, Between-Families Approach
Working Paper #07-21, National Poverty Center, August 2007.
Also: http://npc.umich.edu/publications/u/NPC%20Working%20Paper%20BW%20math%20and%20reading.pdf
Cohort(s): Children of the NLSY79, NLSY79
Publisher: National Poverty Center
Keyword(s): Academic Development; Birthweight; Educational Attainment; Family Environment; Family Studies; Home Observation for Measurement of Environment (HOME); Panel Study of Income Dynamics (PSID); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

Permission to reprint the abstract has not been received from the publisher.

We used multilevel covariance structure analysis to study the relationship between birth weight, family context, and youth math and reading comprehension growth from approximately age 5 until about age 14. Using data from the National Longitudinal Survey of Youth Child Sample (CNLSY79), we build on previous research examining both the causal relationship between birth weight and subsequent academic achievement disparities, distinguishing between birth weight and other contextual social confounders both within and between families. Taking into account family characteristics, including those that vary between-siblings within-families, we find that lower birth weight is associated with lower math and reading scores at age 5. Although these birth weight gaps do not increase as children age, they do not decrease either. Additional findings indicate that the home environment has important developmental consequences from early childhood and into adolescence. Overall, this pattern of findings paints a complex picture of disadvantage, beginning in the womb and extending through a variety of mechanisms into adolescence.
Bibliography Citation
Goosby, Bridget J. and Jacob E. Cheadle. "Birth Weight, Math, and Reading Achievement Growth: A Multilevel Between-Sibling, Between-Families Approach." Working Paper #07-21, National Poverty Center, August 2007.