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Title: Cultural Inputs and Accumulating Inequality in Children's Reading: A Dynamic Approach
Resulting in 1 citation.
1. Blaabaek, Ea Hoppe
Cultural Inputs and Accumulating Inequality in Children's Reading: A Dynamic Approach
European Sociological Review published online (26 November 2021): DOI: 10.1093/esr/jcab056.
Also: https://academic.oup.com/esr/advance-article/doi/10.1093/esr/jcab056/6444190
Cohort(s): Children of the NLSY79
Publisher: Oxford University Press
Keyword(s): Childhood; Cognitive Ability; Parental Influences; Peabody Individual Achievement Test (PIAT- Reading); Socioeconomic Background

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

Previous research shows that children from socioeconomically advantaged families read more than children from less advantaged homes. This article studies how inequality in the amount that children read accumulates across childhood and the extent to which this inequality depends on the cultural inputs parents provide. Additionally, the article studies whether children's or parents' cognitive ability moderates the effect of cultural inputs. Based on a Dynamic Panel Data Model and data from the National Longitudinal Survey of Youth 1979-Children and Young Adults Supplement, I find that the amount that children read depends on both the cultural inputs they currently receive, but also on those inputs received in previous years (which shaped how much they read in previous years). This cross-time accumulation, coupled with a socioeconomic gradient in the levels of cultural inputs parents provide, leads to growing inequality in children's reading. I do not find that cultural inputs are more effective in encouraging children with higher ability or children of mothers with higher ability to read more.
Bibliography Citation
Blaabaek, Ea Hoppe. "Cultural Inputs and Accumulating Inequality in Children's Reading: A Dynamic Approach." European Sociological Review published online (26 November 2021): DOI: 10.1093/esr/jcab056.