Literaturnachweis - Detailanzeige
| Autor/inn/en | Coley, Rebekah Levine; Lombardi, Caitlin McPherran |
|---|---|
| Titel | Does Maternal Employment Following Childbirth Support or Inhibit Low-Income Children's Long-Term Development? |
| Quelle | In: Child Development, 84 (2013) 1, S.178-197 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/j.1467-8624.2012.01840.x |
| Schlagwörter | Mothers; Employed Parents; Child Development; Low Income Groups; Correlation; Cognitive Development; Child Behavior; African Americans; Hispanic Americans; Infants; Young Children; Racial Differences; Child Care; Employment Level; Academic Achievement; Mental Health; Psychological Patterns; Illinois; Massachusetts; Texas; Child Behavior Checklist; Woodcock Johnson Psycho Educational Battery |
| Abstract | This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among middle-class and White children generalized to other groups. Using a representative sample of urban, low-income, predominantly African American and Hispanic families ("n" = 444), ordinary least squares regression and propensity score matching models assessed links between maternal employment in the 2 years after childbearing and children's functioning at age 7. Children whose mothers were employed early, particularly in their first 8 months, showed enhanced socioemotional functioning compared to peers whose mothers remained nonemployed. Protective associations emerged for both part-time and full-time employment, and were driven by African American children, with neutral effects for Hispanics. Informal home-based child care also heightened positive links. (Contains 5 tables.) (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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