 Maternal Education, Changing Family Circumstances, and Children’s Skill Development in the United States and UKMargot I. Jackson, Kathleen Kiernan and Sara McLanahan The ANNALS of the American Academy of Political and Social Science, 2017, vol. 674, issue 1, 59-84 Abstract: Maternal education influences families’ socioeconomic status. It is strongly associated with children’s cognitive development and a key predictor of other resources within the family that strongly predict children’s well-being: economic insecurity, family structure, and maternal depression. Most studies examine the effects of these variables in isolation at particular points in time, and very little research examines whether findings observed among children in the United States can be generalized to children of a similar age in other countries. We use latent class analysis and data from two nationally representative birth cohort studies that follow children from birth to age five to answer two questions: (1) How do children’s family circumstances evolve throughout early childhood? and (2) To what extent do these trajectories account for differences in children’s cognitive development? Cross-national analysis reveals a good deal of similarity between the United States and UK in patterns of family life during early childhood, and in the degree to which those patterns contribute to educational inequality. Keywords: education; inequality; cognitive development; family (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:anname:v:674:y:2017:i:1:p:59-84 Access Statistics for this article More articles in The ANNALS of the American Academy of Political and Social Science |
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