Search Results
Title: Child Home Environment as a Mediating Construct Between SES and Child Outcomes
Resulting in 1 citation.
| 1. |
Parcel, Toby L. Menaghan, Elizabeth G. |
|
Child Home Environment as a Mediating Construct Between SES and Child Outcomes Working Paper, Department of Sociology, The Ohio State University, Columbus, OH, 1989. Also: http://www.nlsinfo.org/usersvc/Child-Young-Adult/ParcelMenaghanHOME1989.pdf Cohort(s): Children of the NLSY79, NLSY79 Publisher: Department of Sociology, The Ohio State University Keyword(s): Behavior Problems Index (BPI); Child Development; Children, Home Environment; General Assessment; Home Observation for Measurement of Environment (HOME); Parental Influences; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. As part of a larger project predicting child outcomes as a function of mothers' working conditions and child care arrangements, the authors develop measures of children's home environments and investigate their relations with other key variables. Children's home environment is viewed as a critical intervening variable between maternal working conditions and household economic status, on the one hand, and children's social and cognitive child outcomes. Using the NLSY begun in 1979, and its 1986 survey of female respondents' children, measures are developed from subsets of items from Bradley and Caldwell's HOME measures. The authors derive a set of scales that reflect the three major concepts underlying the original measures -- cognitive stimulation, emotional support, and physical environment. Factor-based scales are constructed for two age groups, three to five years (N = 1,391), and 6 years and older (N = 1,218); the three components are also combined to yield an overall measure of the quality of the child's home environment. As expected, higher parental education, better occupational conditions, and more adequate economic resources are associated with better home environments. In turn, better child environments are related to stronger cognitive performance and fewer behavior problems. As with the complete HOME scales, relationships with SES indicators are statistically significant but only moderate in size. The derived measures of home environment provide information that is not captured by structural indicators; the authors view them as important tools for multivariate investigation of the ways in which place in the social structure comes to exert its influence on the development of subsequent generations. |
|
|
Bibliography Citation
Parcel, Toby L. and Elizabeth G. Menaghan. "Child Home Environment as a Mediating Construct Between SES and Child Outcomes." Working Paper, Department of Sociology, The Ohio State University, Columbus, OH, 1989. |