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Author: Sugland, Barbara W.
Resulting in 6 citations.
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Mariner, Carrie L. Zaslow, Martha J. Sugland, Barbara W. |
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Factor Structure and Predictive Validity of the HOME-Short Form for Three Racial/Ethnic Groups in the National Longitudinal Survey of Youth Methods Working Paper #98.2, Child Trends, Inc., Washington,DC, May 1998. Also: http://www.childtrends.org/files/pubs/1998-08FactorStructureandPredictiveValidityoftheHOME.pdf Cohort(s): Children of the NLSY79 Publisher: Child Trends, Inc. Keyword(s): Ethnic Differences; Family Structure; Home Observation for Measurement of Environment (HOME); Racial Differences When examining the effectiveness of parenting measures, the degree to which the measure is valid across racial/ ethnic groups is a critical issue to consider. Although some investigators have expressed concerns with validity of the HOME- Short Form across racial/ ethnic groups, the issue has not been systematically analyzed. The purpose of this working paper is to examine the comparability across three major racial/ethnic groups (European American, African American, and Mexican American) of the factor structure and predictive validity of three versions of the HOME-Short Form (infant/toddler, early childhood, and middle childhood versions) used in the 1988 wave of the National Longitudinal Survey of Youth-Child Supplement. Factor analyses were carried out examining the factor structure in the full sample and for each racial/ethnic subgroup separately. In the early childhood and middle childhood versions of the HOME-Short Form, there is great similarity in the factor structures found for the three racial/ethnic groups and for the sample as a whole. This is not the case, however, for the infant/toddler version. Prediction to child outcomes in longitudinal analyses was comparable when scales were created based on full-sample factor analyses and on factor analyses for separate racial/ethnic groups. That is, use of race/ethnicity-specific scales did not improve prediction. It is noteworthy, however, that the particular subscales that served as significant predictors of the child behavioral and cognitive outcomes differed for the three racial/ethnic groups. In general, the findings indicate that while the same underlying constructs appear to exist in parenting behavior and the home environment across racial/ethnic groups (except in very early development), these constructs do not relate to later developmental outcomes in the same way across groups. Rather, different aspects of parenting and the home environment serve as the strongest predictors of development for each group. |
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Bibliography Citation
Mariner, Carrie L., Martha J. Zaslow and Barbara W. Sugland. "Factor Structure and Predictive Validity of the HOME-Short Form for Three Racial/Ethnic Groups in the National Longitudinal Survey of Youth." Methods Working Paper #98.2, Child Trends, Inc., Washington,DC, May 1998. |
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Sugland, Barbara W. |
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Disparity Between Educational Aspirations and Expectations and the Impact on Adolescent Childbearing Sc.D. Dissertation, Johns Hopkins University, 1991 Cohort(s): NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Adolescent Fertility; Childbearing; Educational Aspirations/Expectations; Fertility; Teenagers This dissertation is a prospective panel design that investigates: (1) the disparity between educational aspirations and expectations of a recent cohort of American Youth; and (2) the impact of that disparity on the likelihood of an early first birth. Data are drawn from the first five waves of the NLSY (1979-1983). A cohort of 3,635 males and females, 14 to 16 years of age at first interview, who have not experienced a birth or fatherhood prior to first interview or within 7 months of first interview comprise the study sample. Respondents are followed until first birth/fatherhood, or until the end of the period of observation. It is hypothesized that the disparity between educational aspirations and expectations reflects the difference between an adolescent's educational desires and perceptions of life options. The wider the disparity the more limited life options relative to educational desires, and the greater the likelihood of an early first birth. Statistical models controlling for background characteristics and educational progress are developed using logistic regression and proportional hazard techniques. |
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Bibliography Citation
Sugland, Barbara W. Disparity Between Educational Aspirations and Expectations and the Impact on Adolescent Childbearing. Sc.D. Dissertation, Johns Hopkins University, 1991. |
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Sugland, Barbara W. |
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Perceptions of Educational Opportunity and Early Childbearing: An Empirical Assessment of the Opportunity Cost Hypothesis Working Paper, Child Trends, Inc., Washington DC, May 1996. Also: http://www.eric.ed.gov/PDFS/ED416004.pdf Cohort(s): NLSY79 Publisher: Child Trends, Inc. Keyword(s): Childbearing, Adolescent; Educational Aspirations/Expectations; Educational Attainment; Educational Returns; Fertility; First Birth; Racial Differences ED416004 This study explored the relationship between perceived educational opportunities and the likelihood of first birth among young women. Data came from the first five waves (1979-1983) of the National Longitudinal Survey of Youth. A cohort of 1,747 females, 14 to 16 years of age at the first interview, who had not experienced a birth prior to the first interview or within 7 months of first interview, and who had complete fertility histories at the 1983 panel, comprised the study sample. The discrepancy between young women's educational aspirations and expected educational achievements (expectations) was used to operationalize perceptions of opportunity and to predict the probability of a first birth among race/ethnicity subgroups of young women. Findings showed that all women expressed high educational ambitions, although non-whites perceived greater barriers to educational achievement than whites. Perceptions of opportunity, apart from background characteristics, were associated with the likelihood of a first birth among young white women, but had no substantial impact on the likelihood of a first birth among either young black or Hispanic women. White women who perceived barriers to educational attainment demonstrated twice the risk of first birth as whites who perceived few or no barriers to completing their desired education. These data suggest that perceptions of opportunity affect the risk of first birth for white women, but the data do not support the "nothing to lose" hypothesis of early childbearing applied to non-whites. [Author] |
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Bibliography Citation
Sugland, Barbara W. "Perceptions of Educational Opportunity and Early Childbearing: An Empirical Assessment of the Opportunity Cost Hypothesis." Working Paper, Child Trends, Inc., Washington DC, May 1996. |
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Sugland, Barbara W. |
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Perceptions of Educational Opportunity Transition to First Birth: An Empirical Assessment of the Opportunity Cost Hypothesis Presented: New Orleans, LA, Population Association of America, May 1996 Cohort(s): NLS General Publisher: Population Association of America Keyword(s): Childbearing; Education Indicators; Educational Aspirations/Expectations; Educational Attainment; Educational Returns; Fertility; First Birth; Racial Differences Permission to reprint the abstract has not been received from the publisher. This paper explores the relationship between perceived educational opportunities and the likelihood of first birth. A cohort of 1,747 14 to 16 year old females surveyed during the first five waves (1979-1983) of the National Longitudinal Survey of Youth, comprise the study sample. Findings show educational ambitions among non-whites are significantly lower than those of whites (p<0.01). However, perceptions of educational opportunities influence the transition to first birth of among white females (p<0.01), but have no substantial impact on the transition to first birth among non-whites. This study suggest that perceptions of educational opportunity may affect the risk of first birth for white women, hut may not support the "nothing to lose" hypothesis of early childbearing for non-whites. |
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Bibliography Citation
Sugland, Barbara W. "Perceptions of Educational Opportunity Transition to First Birth: An Empirical Assessment of the Opportunity Cost Hypothesis." Presented: New Orleans, LA, Population Association of America, May 1996. |
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Sugland, Barbara W. Blumenthal, Connie Moore, Kristin Anderson |
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Social Capital and the Normative Order of Life Events Among At-Risk Female Youth Presented: San Francisco, CA, Population Association of America Meetings, 1995 Cohort(s): Young Women Publisher: Population Association of America Keyword(s): Childbearing; Disadvantaged, Economically; Event History; First Birth; High School Completion/Graduates; Labor Force Participation; Life Cycle Research; Marriage; Racial Differences; School Completion Permission to reprint the abstract has not been received from the publisher. This paper explores the mediating effects of family-based social capital on the normative order of life events among at-risk female youth. Data from the National Longitudinal Survey of Young Women are used to examine the transition to: 1) high school completion, 2) consistent labor force participation, 3) first birth, and 4) first marriage. Female adolescents 14 to 16 years of age in 1968 constitute the study sample. Young women are observed for a period of 20 years (1968 to 1988). Findings indicate strong racial disparities in the dominant order of life events for young women. Specifically, whites are significantly more likely than blacks to complete high school before any other life event. Black women are significantly more likely than white women to experience a first birth prior to a transition to work, school completion, or marriage, and enter the labor force last in the sequence of observed life events. The normative order of life trajectories is unaffected by risk status, irrespective of race. Exposure to family-based social capital increases the likelihood of high school completion and stable employment before marriage and childbearing, particularly among at-risk black women. Social capital also significantly contributes to eventual high school completion among young school-age mothers. The need to examine cultural differences in the normative order of life events, and the need for further exploration of positive supports disadvantaged families provide for their children is discussed. |
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Bibliography Citation
Sugland, Barbara W., Connie Blumenthal and Kristin Anderson Moore. "Social Capital and the Normative Order of Life Events Among At-Risk Female Youth." Presented: San Francisco, CA, Population Association of America Meetings, 1995. |
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Sugland, Barbara W. Zaslow, Martha J. Smith, Judith R. Brooks-Gunn, Jeanne |
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The Early Childhood HOME Inventory and HOME-Short Form in Differing Racial/Ethnic Groups: Are There Differences in Underlying Structure, Internal Consistency of Subscales, and Patterns of Prediction? Journal of Family Issues 16,5 (September 1995): 632-663. Also: http://jfi.sagepub.com/content/16/5/632.abstract Cohort(s): Children of the NLSY79 Publisher: Sage Publications Keyword(s): Behavior Problems Index (BPI); Birthweight; Child Health; Children; Children, Home Environment; Cognitive Development; Ethnic Differences; Ethnic Groups; Holland's Typology; Home Observation for Measurement of Environment (HOME); Infants; Peabody Individual Achievement Test (PIAT- Reading); Preschool Children; Racial Differences; Racial Studies; Scale Construction Permission to reprint the abstract has not been received from the publisher. Examined differences across European-, African-, and Hispanic-American subgroups on the psychometric properties of the Early Childhood HOME (Home Observation for Measurement of the Environment) Inventory and the HOME-Short Form and the prediction of these 2 versions to cognitive and socioemotional outcomes among preschool children. Data are taken from the National Longitudinal Survey of Youth-Child Supplement (n = 1,541 children aged 3-5.9 yrs) and the Infant Health and Development Program (n = 985 low birth weight infants assessed at 12, 24, and 36 mo). Findings suggest few racial/ethnic differences in the psychometric properties of either version of the HOME scale. Both versions showed better prediction of cognitive child outcomes for all 3 racial/ethnic groups as well as better prediction of child outcomes generally for European-American than for Hispanic- and African-American families. ((c) 1997 APA/PsycINFO, all rights reserved). |
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Bibliography Citation
Sugland, Barbara W., Martha J. Zaslow, Judith R. Smith and Jeanne Brooks-Gunn. "The Early Childhood HOME Inventory and HOME-Short Form in Differing Racial/Ethnic Groups: Are There Differences in Underlying Structure, Internal Consistency of Subscales, and Patterns of Prediction?" Journal of Family Issues 16,5 (September 1995): 632-663.
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