Making People
Children Persist Less When Adults Take Over
Julia Leonard et al.
Child Development, forthcoming
Abstract:
Children need to learn to persist through challenges, yet adults sometimes step in to solve problems for them. Here, we looked at how adult taking over related to children’s persistence. In an observational study (N = 34, ages 4–8), we found that parents who took over more often during a challenging puzzle task rated their children as dispositionally less persistent. To establish whether taking over can cause reduced persistence, we ran two preregistered experiments (N = 150, ages 4–5). Children assigned to a taking over condition persisted less on a subsequent task compared to those in a teaching or a baseline condition. Reframing the context did not ameliorate the negative impact of taking over. The results suggest that taking over impairs children’s persistence.
Association of State-Level Earned Income Tax Credits With Rates of Reported Child Maltreatment, 2004–2017
Nicole Kovski et al.
Child Maltreatment, forthcoming
Abstract:
Poverty is an important predictor of child maltreatment. Social policies that strengthen the economic security of low-income families, such as the Earned Income Tax Credit (EITC), may reduce child maltreatment by impeding the pathways through which poverty leads to it. We used variations in the presence and generosity of supplementary EITCs offered at the state level and administrative child maltreatment data from the National Child Abuse and Neglect Data System (NCANDS) to examine the effect of EITC policies on state-level rates of child maltreatment from 2004 through 2017. Two-way fixed effects models indicated that a 10-percentage point increase in the generosity of refundable state EITC benefits was associated with 241 fewer reports of neglect per 100,000 children (95% Confidence Interval [CI] [−449, −33]). An increase in EITC generosity was associated with fewer reports of neglect both among children ages 0–5 (−324 per 100,000; 95% CI [−582, −65]) and children ages 6–17 (−201 per 100,000; 95% CI [−387, −15]). Findings also suggested associations between the EITC and reductions in other types of maltreatment (physical abuse, emotional abuse); however, those did not gain statistical significance. Economic support policies may reduce the risk of child maltreatment, especially neglect, and improve child wellbeing.
Cultural Components of Sex Differences in Color Preference
Jac Davis et al.
Child Development, forthcoming
Abstract:
Preferences for pink and blue were tested in children aged 4–11 years in three small‐scale societies: Shipibo villages in the Peruvian Amazon, kastom villages in the highlands of Tanna Island, Vanuatu, and BaYaka foragers in the northern Republic of Congo; and compared to children from an Australian global city (total N = 232). No sex differences were found in preference for pink in any of the three societies not influenced by global culture (ds − 0.31–0.23), in contrast to a female preference for pink in the global city (d = 1.24). Results suggest that the pairing of female and pink is a cultural phenomenon and is not driven by an essential preference for pink in girls.
Should I stay or should I go?: Penalties for briefly de‐prioritizing work or childcare
Christina Sanzari, Alexandra Dennis & Corinne Moss‐Racusin
Journal of Applied Social Psychology, forthcoming
Abstract:
We examined penalties against individuals who temporarily de‐prioritize their employee or parenting role. Experiment 1 (N = 488) utilized vignettes depicting a mother/father who briefly left their child with a babysitter to engage in work/self‐care/did not leave (control). Both mothers and fathers were viewed as less parentally competent, likeable, dedicated to their family (and putting their child at greater risk) when they very briefly de‐prioritized their caregiving role by leaving their child for either reason, relative to controls. Experiment 2 (N = 494) utilized vignettes depicting a female/male employee who briefly left work to engage in childcare/self‐care/did not leave (control). Both male and female employees were rated as less professionally competent, likeable, dedicated to their work and deserving of organizational rewards (and more deserving of organizational penalties, and putting their organization at greater risk) when they very briefly de‐prioritized their employee role by leaving work for either reason, compared to controls. However, employees who left for self‐care were viewed more negatively than those who left to engage in childcare. Unexpectedly, results did not reveal target gender differences; they were also largely unaffected by participant gender. This suggests that parents and employees face penalties when they must de‐prioritize either of these important roles for even very short periods. Implications for well‐being, work‐life balance, and productivity are discussed.
Class Inequality in Parental Childcare Time: Evidence from Synthetic Couples in the ATUS
Joe LaBriola & Daniel Schneider
Social Forces, forthcoming
Abstract:
The time that parents spend teaching and playing with their young children has important consequences for later life achievement and attainment. Previous research suggests that there are significant class inequalities in how much time parents devote to this kind of developmental childcare in the United States. Yet, due in part to data limitations, prior research has not accounted for how class inequalities in family structure, assortative mating, and specialization between partners may exacerbate or ameliorate these gaps. We match parental respondents within the American Time Use Survey (ATUS) to generate synthetic parental dyads, which we use to estimate, in turn, the contributions of family structure, assortative mating, and specialization to class gaps in parental time spent in developmental care of children aged 0–6. We find some evidence that accounting for class differences in family structure widens income gaps in total parental time in developmental childcare of young children. Further, we show that assortative mating of parents widens educational gaps in developmental childcare, whereas specialization between partners marginally widens these class divides. Although the net effect of these three processes on income-based gaps in childcare time is modest, accounting for these three processes more than doubles education-based gaps in total parental developmental childcare as compared to maternal time alone. Our findings from this novel empirical approach provide a more holistic view of the extent and sources of inequality in parental time investments in young children’s cognitive and social development.
Parental intervention in school, academic pressure, and childhood diagnoses of ADHD
Jayanti Owens
Social Science & Medicine, forthcoming
Abstract:
Childhood diagnoses of attention-deficit/hyperactivity disorder (ADHD) have increased dramatically in the U.S. in recent decades. Prior research has alluded to the possibility that high levels of parental intervention in school are associated with increased diagnoses of ADHD, but this relationship remains understudied. This study investigates: 1) whether the children of intervening parents are more likely to be diagnosed with ADHD, and; 2) whether parental intervention moderates the extent to which children's pre-diagnosis behavioral problems and exposure to strict educational accountability policies predict ADHD diagnosis. Analyses of longitudinal, population-level data from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998–99 (n = 9,750) reveal that a standard deviation increase above the mean on parental intervention in school is associated with a 20% increase in the odds of ADHD diagnosis among elementary school children. This relationship is robust to differences in children's pre-diagnosis behavioral problems, academic achievement, parental knowledge of/exposure to ADHD, and school selection, and can arise because parents who intervene in school on average exhibit heightened sensitivity to behavioral problems and academic pressure from accountability-based educational policies. In light of prior work establishing both social class and racial/ethnic differences in parental intervention in school, this positive relationship between parental intervention in school and children's diagnoses of ADHD may carry important implications for the production of inequality in children's mental health and educational opportunities.
Fish Oil Supplementation in Pregnancy and Neurodevelopment in Childhood -- A Randomized Clinical Trial
Laerke Sass et al.
Child Development, forthcoming
Abstract:
A double‐blind randomized controlled trial of n‐3 long‐chain polyunsaturated fatty acid (n‐3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC2010 mother‐child cohort consisting of 736 women and their children. The objective was to determine if maternal n‐3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n‐3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n‐3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems.