Maternal Education and Early Childhood Education across Affluent English-Speaking Countries

Autor/inn/en	Crosnoe, Robert L.; Johnston, Carol Anna; Cavanagh, Shannon E.
Titel	Maternal Education and Early Childhood Education across Affluent English-Speaking Countries
Quelle	In: International Journal of Behavioral Development, 45 (2021) 3, S.226-237 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crosnoe, Robert L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025421995915
Schlagwörter	Mothers; Parent Background; Educational Attainment; Early Childhood Education; Educational Opportunities; Enrollment Influences; English; Native Speakers; Socioeconomic Status; Advantaged; Family Environment; Reading Aloud to Others; Young Children; Longitudinal Studies; Surveys; Developed Nations; Foreign Countries; Australia; Ireland; United States; United Kingdom; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsangebot; Bildungschance; English language; Englisch; Muttersprachler; Socio-economic status; Sozioökonomischer Status; Familienmilieu; Frühe Kindheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Developed countries; Industriestaat; Industrieland; Ausland; Australien; Irland; USA; Großbritannien
Abstract	Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families' societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers' educational attainment with their young children's enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children (n = 17,900 girls, 18,500 boys) drawn from nationally representative data sets from Australia, Ireland, U.K., and U.S. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the U.S., potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women's educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01