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Author: Owens, Timothy J.
Resulting in 1 citation.
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McLeod, Jane D. Owens, Timothy J. |
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Psychological Well-Being in the Early Life Course: Variations by Socioeconomic Status, Gender, and Race/Ethnicity Social Psychology Quarterly 67,3 (September 2004): 257-278. Also: http://spq.sagepub.com/content/67/3/257.abstract Cohort(s): Children of the NLSY79 Publisher: American Sociological Association Keyword(s): Child Self-Administered Supplement (CSAS); Children, Poverty; Depression (see also CESD); Growth Curves; Poverty; Racial Studies; Self-Perception Profile for Children (SPPC) Permission to reprint the abstract has not been received from the publisher. Our analysis focuses on the implications of social status characteristics for children's psychological well-being. Drawing on social evaluation theories and stress-based explanations, we hypothesized that disadvantage cumulates across statuses (the double jeopardy hypothesis) and over time as children move into the adolescent years. To test this hypothesis, we estimated the independent and interactive effects of socioeconomic status, gender, and race/ethnicity on the latent growth curves for four outcomes, from preadolescence to early adolescence, using data from the Children of the National Longitudinal Surveys of Youth data set. Our results were consistent with the double jeopardy hypothesis for the interaction of race/ethnicity and poverty, but not for the other interactions we estimated. In the case of gender and poverty, the strength of the evidence for the double jeopardy hypothesis varied by outcome: evidence was more consistent for scholastic competence and self-esteem than for depression and hyperactivity. In the case of gender and race/ethnicity, our results consistently refuted the double jeopardy hypothesis. |
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Bibliography Citation
McLeod, Jane D. and Timothy J. Owens. "Psychological Well-Being in the Early Life Course: Variations by Socioeconomic Status, Gender, and Race/Ethnicity." Social Psychology Quarterly 67,3 (September 2004): 257-278.
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