The Impact of Parenting Style on Children’s Educational Outcomes in the United States

Md. Majumder ()

Journal of Family and Economic Issues, 2016, vol. 37, issue 1, 89-98

Abstract: This paper examines the causal link between parenting style and children’s educational outcomes. The existing literature seems to lack any effort to use a nationally representative data from the United States, to properly address endogeneity, or to examine educational outcomes beyond high school level. This paper attempts to mitigate these shortcomings. Drawing upon the National Longitudinal Survey of Youth 1997, it first used OLS and logit regression. It then applied the maximum simulated likelihood approach to get rid of endogeneity, thereby isolating the causal impact of parenting style on children’s educational outcomes. Findings suggested that parenting style mattered for children academic performance. Authoritative parenting style was found to be the best among all types of parenting style. Particularly, relative to uninvolved parents’ children, authoritatively reared children were predicted to have 1.1 more years of schooling and be 18.5, 13.6, and 16.3 percentage points more likely to obtain at least bachelor’s degree, associate’s degree, and high school diploma, respectively. Also, they had 5.5 percentage points less likelihood of being high school dropouts than children reared by uninvolved parents. Copyright Springer Science+Business Media New York 2016

Keywords: Parenting style; Educational outcomes; Maximum simulated likelihood; Endogeneity (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (8)

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DOI: 10.1007/s10834-015-9444-5

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