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Source: Center for Social Development, George Warren Brown School of Social Work
Resulting in 7 citations.
| 1. |
Porterfield, Shirley Tracey, Colleen |
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Disentangling the Dynamics of Family Poverty and Child Disability: Does Disability Come First? CSD Working Paper No. 03-01, Center for Social Development, George Warren Brown School of Social Work, Washington University - St. Louis, March 2003. Also: http://csd.wustl.edu/Publications/Documents/WP03-01.pdf Cohort(s): Children of the NLSY79, NLSY79 Publisher: Center for Social Development, George Warren Brown School of Social Work Keyword(s): Aid for Families with Dependent Children (AFDC); Child Health; Children, Poverty; Disability; Divorce; Family Income; Poverty; Temporary Assistance for Needy Families (TANF); Welfare Permission to reprint the abstract has not been received from the publisher. The passage of welfare reform in 1996 inexorably altered the relationship between the U.S. government and what are arguably its least able citizens. Not only were adults in families receiving Aid to Families with Dependent Children (AFDC) now required to begin working a stipulated number of hours per week, but the federal legislation made no accommodations for families whose children, due either to chronic illness or disability, required additional parental time and resources. The impact of federal welfare reform legislation on these families has been the subject of ongoing examination. This paper provides background for the analysis of such policy implications by analyzing the causal relationship between poverty and child disability. Despite a plethora of research on the general association between poverty and child disability, the direction of causation between these two factors remains unclear. We don't know whether children with disabilities are more likely to be born into families in poverty than children without disabilities. For many families, poverty may result from the birth of the disabled child rather than be a causal factor in the disability. In this paper we explore this proposition by following families backward in time in order to examine their characteristics before and after the birth of their children. |
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Bibliography Citation
Porterfield, Shirley and Colleen Tracey. "Disentangling the Dynamics of Family Poverty and Child Disability: Does Disability Come First?" CSD Working Paper No. 03-01, Center for Social Development, George Warren Brown School of Social Work, Washington University - St. Louis, March 2003. |
| 2. |
Shanks, Trina Williams Kim, Youngmi Loke, Vernon Destin, Mesmin |
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Assets and Child Well-Being in Developed Countries CSD Working Papers No. 09-66, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, 2009. Also: http://csd.wustl.edu/Publications/Documents/WP09-66.pdf Cohort(s): Children of the NLSY79 Publisher: Center for Social Development, George Warren Brown School of Social Work Keyword(s): Assets; Child Development; Children, Well-Being; Family Resources; Panel Study of Income Dynamics (PSID) Permission to reprint the abstract has not been received from the publisher. Although there is no universal approach to offering Child Development Accounts (CDAs), this paper introduces a framework for an age-based conceptual model that describes how such accounts might influence indicators of child wellbeing. With a focus on optimal age-appropriate development beginning at birth and ranging through young adulthood, the model incorporates research from multiple disciplines to include direct effects, indirect effects and critical milestones. We review empirical evidence from national datasets (primarily from the United States, but including research from other developed countries) to provide a context for this framework. This conceptual and empirical backdrop provides a starting point from which to critique key dimensions of CDA policy and consider potential implications of such an approach. Suggestions for future research are offered. |
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Bibliography Citation
Shanks, Trina Williams, Youngmi Kim, Vernon Loke and Mesmin Destin. "Assets and Child Well-Being in Developed Countries." CSD Working Papers No. 09-66, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, 2009. |
| 3. |
Zhan, Min |
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The Impact of Youth Debt on College Graduation CSD Working Paper No. 12-11, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, 2012. Also: http://csd.wustl.edu/Publications/Documents/WP12-11.pdf Cohort(s): NLSY79, NLSY79 Young Adult Publisher: Center for Social Development, George Warren Brown School of Social Work Keyword(s): Assets; College Enrollment; College Graduates; Credit/Credit Constraint; Debt/Borrowing; Educational Attainment; Educational Costs; Ethnic Differences; Family Resources; Racial Differences Permission to reprint the abstract has not been received from the publisher. This study examines the associations between educational loans and credit card debt with the possibility of college graduation among a group of youth who enrolled in college. It further investigates whether the associations differ by levels of parental assets. Results indicate that, after parental assets and other variables are considered, educational loans are positively related to college graduation; however, there is evidence that educational loans above $10,000 reduce the probability of college graduation. Parental assets are positively linked to youth’s college graduation, and the relationship between educational loans and college graduation is stronger among youth whose families have lower levels of financial assets. Credit card debt is positively related to college graduation only among families with modest financial assets. Policy implications are discussed. |
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Bibliography Citation
Zhan, Min. "The Impact of Youth Debt on College Graduation." CSD Working Paper No. 12-11, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, 2012. |
| 4. |
Zhan, Min Sherraden, Michael |
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Assets and Liabilities, Educational Expectations, and Children's College Degree Attainment CSD Working Papers No. 09-60, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, 2009. Also: http://csd.wustl.edu/Publications/Documents/RB09-63.pdf Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Center for Social Development, George Warren Brown School of Social Work Keyword(s): Assets; College Enrollment; College Graduates; Credit/Credit Constraint; Debt/Borrowing; Educational Aspirations/Expectations; Educational Attainment; Educational Costs Permission to reprint the abstract has not been received from the publisher. This research examines relationships among household assets and liabilities, educational expectations of children and parents, and children's college degree attainment. Special attention is paid to influences of different asset types (financial vs. nonfinancial assets) and liabilities (secured vs. unsecured debt). Results indicate that, after controlling for family income and other parent/child characteristics, financial and nonfinancial assets are positively related to, and unsecured debt is negatively related to, children's college completion. Furthermore, there is evidence that financial assets are positively associated with the education expectations of parents and children. Policy directions are suggested. |
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Bibliography Citation
Zhan, Min and Michael Sherraden. "Assets and Liabilities, Educational Expectations, and Children's College Degree Attainment." CSD Working Papers No. 09-60, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, 2009. |
| 5. |
Zhan, Min Sherraden, Michael |
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Assets and Liabilities, Educational Expectations, and Children's College Degree Attainment Research Brief Report No. 09-63, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, November 2009. Also: http://csd.wustl.edu/Publications/Documents/RB09-63.pdf Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Center for Social Development, George Warren Brown School of Social Work Keyword(s): Assets; College Enrollment; College Graduates; Credit/Credit Constraint; Debt/Borrowing; Educational Aspirations/Expectations; Educational Attainment; Educational Costs Permission to reprint the abstract has not been received from the publisher. Data are drawn from the National Longitudinal Survey of Youth (NLSY79) main file and the child/young adult data sets. The study sample (n=750) includes children who were 11 to 14 years old in 1994. Data related to parental assets, expectations, and other parent characteristics are taken from the survey year 1994, and children's college graduation is measured in 2006, when these children were 23 to 26 years old. In this way, a temporal order is established between assets/liabilities, expectations, and children's later college graduation. |
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Bibliography Citation
Zhan, Min and Michael Sherraden. "Assets and Liabilities, Educational Expectations, and Children's College Degree Attainment." Research Brief Report No. 09-63, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, November 2009. |
| 6. |
Zhan, Min Sherraden, Michael |
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Assets and Liabilities, Race/Ethnicity, and Children's College Education Research Brief Report No. 10-09, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, February 2010. Also: http://csd.wustl.edu/Publications/Documents/RB10-09.pdf Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Center for Social Development, George Warren Brown School of Social Work Keyword(s): Assets; Black Family; College Enrollment; College Graduates; Credit/Credit Constraint; Debt/Borrowing; Educational Attainment; Educational Costs; Ethnic Groups/Ethnicity; Hispanics Permission to reprint the abstract has not been received from the publisher. Using longitudinal data, this study looks at White, Black, and Hispanic families to examine relationships between household resources (especially assets and liabilities) and children's later college education—both attendance and graduation.This study extends research conducted by Zhan and Sherraden (2009) with in-depth analysis of college attendance and completion within racial/ethnic groups. Research Questions We ask two research questions. First, are household assets (financial and nonfinancial assets) and liabilities (secured and unsecured debt) associated with disparities in college attendance and college graduation among White, Black, and Hispanic children? Second, do assets and liabilities have differential links to college education for children from White, Black, and Hispanic families? Research Methods Data are drawn from the National Longitudinal Survey of Youth (NLSY79) main file and the NLSY79 child/young adult data sets. The study sample (N=1,162) includes children who were 11 to 17 years old in 1994. Data related to household assets, liabilities, and other parent and child characteristics are from mother/child data of survey year 1994, and information on children's college attendance and college graduation is from young adult data of survey year 2006, when these children were 23 to 29 years old. In this way, temporal order between assets and liabilities and later college education is established. |
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Bibliography Citation
Zhan, Min and Michael Sherraden. "Assets and Liabilities, Race/Ethnicity, and Children's College Education." Research Brief Report No. 10-09, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, February 2010. |
| 7. |
Zhan, Min Sherraden, Michael |
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Assets and Liabilities, Race/Ethnicity, and Children's College Education Working Paper No. 10-08, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, 2010 Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Center for Social Development, George Warren Brown School of Social Work Keyword(s): Assets; Black Family; College Enrollment; College Graduates; Credit/Credit Constraint; Debt/Borrowing; Educational Attainment; Educational Costs; Ethnic Groups/Ethnicity; Hispanics Permission to reprint the abstract has not been received from the publisher. This study examines the extent to which household assets and liabilities are related to disparities in children's college attendance and college graduation among White, Black, and Hispanic families. Results indicate that, after household assets are considered, a substantial portion of the Black-White gap in college attendance and college graduation disappears, and a small portion of the Hispanic-White gap in college graduation also disappears. Separate analyses of children from each racial/ethnic group further indicate that family income and financial assets are related to White children's college attendance and graduation, but nonfinancial assets and unsecured debt are associated with college attendance and graduation among Black and Hispanic children. Policy implications are considered. |
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Bibliography Citation
Zhan, Min and Michael Sherraden. "Assets and Liabilities, Race/Ethnicity, and Children's College Education." Working Paper No. 10-08, Center for Social Development, George Warren Brown School of Social Work, Washington University in St. Louis, 2010. |