TY - JOUR
T1 - Mothers’ postsecondary entry during early childhood
T2 - Short- and long-term effects on children
AU - Gardner, Margo
AU - Martin, Anne
AU - Petitclerc, Amélie
N1 - Funding Information:
Research reported in this paper was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development of the National Institutes of Health under award number R01HD074597 . The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The authors wish to thank P. Lindsay Chase-Lansdale and Jeanne Brooks-Gunn for comments on earlier drafts of this manuscript. All inquiries regarding this manuscript should be directed to the corresponding author, Dr. Margo Gardner.
Publisher Copyright:
© 2018 Elsevier Inc.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2019/5/1
Y1 - 2019/5/1
N2 - This study explored the implications of low-income mothers’ entry into post-secondary education (PSE) during their children's first five years of life. Using propensity score matching to analyze data from the National Longitudinal Survey of Youth of 1979, we examined associations between maternal entry into PSE during early childhood and children's short- and long-term (ages 7 and 13, respectively) academic and socioemotional outcomes. We found that mothers’ entry into PSE during early childhood had no short-term effects on children. There were, however, long-term positive effects on academic outcomes among children with a coresident father figure, and negative effects on behavior. We also tested explanatory mechanisms and found that maternal PSE entry had positive long-term effects on household income, but income did not mediate effects on long-term child outcomes. Further, maternal PSE had no effects on the home learning environment, mothers’ educational expectations for children, maternal presence at home, or family climate.
AB - This study explored the implications of low-income mothers’ entry into post-secondary education (PSE) during their children's first five years of life. Using propensity score matching to analyze data from the National Longitudinal Survey of Youth of 1979, we examined associations between maternal entry into PSE during early childhood and children's short- and long-term (ages 7 and 13, respectively) academic and socioemotional outcomes. We found that mothers’ entry into PSE during early childhood had no short-term effects on children. There were, however, long-term positive effects on academic outcomes among children with a coresident father figure, and negative effects on behavior. We also tested explanatory mechanisms and found that maternal PSE entry had positive long-term effects on household income, but income did not mediate effects on long-term child outcomes. Further, maternal PSE had no effects on the home learning environment, mothers’ educational expectations for children, maternal presence at home, or family climate.
KW - Early childhood education
KW - Low-income children
KW - Low-income mothers
KW - Maternal education
KW - Postsecondary education
KW - Two-generation programs
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U2 - 10.1016/j.appdev.2018.12.003
DO - 10.1016/j.appdev.2018.12.003
M3 - Article
AN - SCOPUS:85059819061
SN - 0193-3973
VL - 62
SP - 11
EP - 25
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
ER -
