The influence of race/ethnicity on disadvantaged mothers’ child care arrangements

This study uses data from the Fragile Families and Child Wellbeing Study [Reichman, N., Teitler, J., Garfinkel, I., & McLanahan, S. (2001). The fragile families and child wellbeing study: Sample and design. Children and Youth Services Review, 23, 303–326] to describe primary child care arrangements of employed, predominantly low-income mothers of 1-year olds, and to quantify their child care calculus in the post-welfare reform era. The sorting of children across arrangement types differs by mother's race/ethnicity: Hispanic children are most likely to be cared for maternal kin, Black children in organized centers, and White children by their fathers. Multinomial regression reveals that the association between race/ethnicity and arrangement type is largely – but not entirely – accounted for by mothers’ socioeconomic, household, job, and cultural characteristics; interaction tests show that the associations between arrangement type and both poverty status and marital status are contingent on race/ethnicity. These findings indicate that disadvantage does not translate into child care arrangements similarly across racial/ethnic groups and child care policy must take into account structural and cultural differences associated with parents’ race/ethnicity.     

替代还是互补:社会保险与商业保险关系的理论和实证分析

社会保险和商业保险是两个不同的风险经营体系,但是二者之间仍然存在着一定的关系。问题是社会保险的发展是否会抑制商业保险的发展,即二者之间是呈现替代关系还是互补关系?在理论上,在微观层面,社会保险很可能替代了部分商业保险;但从宏观层面,社会保险和商业保险又可能是互补的。实证分析表明,目前我国社会保险和商业保险的互补性超过了替代性。     

The road less walked: a retrospective of race and ethnicity in adult education

This article is a 20-year retrospective on race and ethnicity in Adult Education. A brief historical synopsis of how Adult Education has examined race and ethnicity foregrounds a contemporary segment that reviews the existing situations of people of colour in Adult Education. It is imperative to first discuss Adult Education's past as regards race and ethnicity in order to properly situate the contemporary discussion. This status report focuses primarily on Blacks since other groups, such as Hispanics, Asians, and Native Americans, have been essentially absent from the literature. Research during the formative years of Adult Education in the 1930s and 1940s generally consisted of a neutral surface examination, while the current research of the 1980s and 1990s has a distinct social justice component sustained by a critical lens. The literature is virtually quiet on issues relating to race and ethnicity between the years of 1950 and 1980. Seven data sources were used in this appraisal. The following journals were surveyed, with particular attention placed on the last 20 years: Adult Education Quarterly, International Journal of Lifelong Education, Adult Literacy and Basic Education, and New Directions in Adult and Continuing Education. This critical analysis also included documents from the Education Resources Information Center (ERIC), journal abstracts from the Current Index to Journals in Education, dissertations published in adult and continuing education, and the conference proceedings of the Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA) and the Adult Education Research Conference (AERC). There has been a significant increase in research on minorities in Adult Education. For the most part, this research seems driven by the context of the present socio-political climate, and it is asserted that the movement towards examining race and ethnicity has been partially inspired by the increase of racial and ethnic group members as Adult Education professors, practitioners, and students in our classrooms and programmes.     

The relationship between behavior at school entry and services received in third grade

Recent studies report the cumulative prevalence of behavioral disorders among school‐age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at‐risk behavior can be reliably identified at school entry, there is potential to intervene early to reduce severity and chronicity of behavior. Thus, with the aid of a nationally representative sample (n = 17,490), this study aimed to ascertain if teacher‐observed disruptive behavior in kindergarten predicted children’s categorical identification for special education and receipt of behavior goals in their individualized education plans in third grade. Results indicated externalizing behaviors and approaches to learning at school entry, predicted identification with emotional disturbance, and other health impairment due to attention deficit hyperactivity disorder in third grade. In addition, externalizing behaviors at school entry increased the likelihood of a child receiving an individualized education plan with an appropriate behavior goal. Self‐control was not a significant predictor of any outcome. Finally, the covariates of sex, reading achievement, and race at school entry were significantly associated with a child’s need for behavior‐related services. Implications for early intervention are discussed.     

The relationship between child care subsidies and children's cognitive development

Child care subsidies help low-income families pay for child care while parents work or study. Few studies have examined the effects of child care subsidy use on child development, and no studies have done so controlling for prior cognitive skills. We use rich, longitudinal data from the ECLS-B data set to estimate the relationship between child care subsidy use and school readiness, using value-added regression models as well as parametric and non-parametric models with propensity score matching. Compared to a diverse group of subsidy non-recipients in various types of non-parental care as well as parental care only, we find that child care subsidy use during preschool is negatively associated with children's math skills at kindergarten entry. However, sensitivity analysis suggests that these findings could be easily overturned if unobserved factors affect selection into subsidy receipt.     

Researching race/ethnicity and educational inequality in the Netherlands: A critical review of the research literature between 1980 and 2008

This article describes and critically analyzes how educational sociologists in the Netherlands have studied the relationship between race/ethnicity and educational inequality between 1980 and 2008. Five major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; and (5) family background. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in the Netherlands. This study builds on a similar, recently published literature review that focuses on the UK context by critically comparing the development and findings from these different bodies of research literature. The conclusions suggest that the Netherlands, like England, developed strong research traditions in this area of research since the 1980s and that both countries can learn from each other and advance future research in this area by developing more comprehensive research agendas. More generally, this review illustrates the usefulness of conducting nationally comparative literature reviews in assessing the development of particular bodies of research and in bringing together knowledge produced in different national settings.     

试析种族与文化边界的离合

人类的生物多样性和文化多样性 ,与人类作为一个统一的智人种具有相似的遗传结构、生理性状和心智倾向之间 ,到底是一种什么关系 ?从现有的知识状况来看 ,人类群体的遗传变异和文化差异形成过程中二者的交互影响尚难以确定 ,但种族的地理分布和文化区域之间因生态适应而呈现出一定程度上的交叉重叠。因此 ,种族边界与文化边界之间的关联 ,既是地理隔离 ,也是人为强化的结果     

The relationship between race of examiner,cultural mistrust,and the intelligence test performance of black children

The effects of race of examiner and level of mistrust of whites on the Stanford-Binet performance of black elementary school children were examined. Groups with high and low levels of mistrust of whites were first identified. Half of the participants in each group were than administered the Binet by a white examiner; the remaining were tested by a black examiner. The black examiner-high mistrust group scored significantly higher than did the white examiner-high mistrust group. In addition, the black examiner-high mistrust group scored significantly higher than did the black examiner-low mistrust group.     

Paternity establishment at birth and early maltreatment: Risk and protective effects by maternal race and ethnicity

BackgroundMinority race/ethnicity, low socioeconomic status, and lack of established paternity have been identified in previous research as risk factors for child maltreatment. However, given vastly different patterns of income distribution, single parenting and co-parenting across racial and ethnic populations, it is difficult to know which of these factors contribute most to maltreatment risk.ObjectiveThe current study explores whether the odds of maltreatment differ across race/ethnicity when paternity is not established at birth after controlling for maternal socioeconomic status.MethodsUsing merged birth certificate and child protective services records for children born between 2009 and 2011 in Texas (N = 1,175,804), we conducted multiple logistic regression analyses testing the main effects of maternal race and lack of established paternity, as well as the interaction of the two, on substantiated maltreatment.ResultsResults show that children of black mothers were less likely to have established paternity and more likely to experience maltreatment compared with other groups. However, the odds of maltreatment were lower for children of black mothers without established paternity compared to children of white mothers without established paternity (OR = .71, 95% CI [0.67,0.75]). Alternatively, the odds of maltreatment were higher when paternity was not established at birth for Hispanic mothers (OR = 1.13, 95% CI [1.08,1.18]) and mothers of other race/ethnicities (OR = 1.35, 95% CI [1.11,1.65]) compared to white mothers.ConclusionResearch and prevention programming must consider that the processes and pathways linking paternity establishment and maltreatment may differ within and between racial/ethnic groups.     

Identification of differential item functioning by race and ethnicity in the Childhood Trauma Questionnaire

BackgroundThe accurate assessment of childhood maltreatment (CM) is important in medical and mental health settings given its association to adverse psychological and physical outcomes. Reliable and valid assessment of CM is also of critical importance to research. Due to the potential of measurement bias when comparing CM across racial and ethnic groups, invariant measurement is an important psychometric property of such screening tools.ObjectiveIn this study, differential item function (DIF) by race and ethnicity was tested. Uniform DIF refers to the influence of bias on scores across all levels of childhood maltreatment, and non-uniform DIF refers to bias in favor of one group.MethodParticipants were N=1,319 women and men (M_age=36.77, SD_age=10.37) who completed the Child Trauma Questionnaire-Short Form; 42.7% were women, 57.3% were male; 58.9% were White-American, 22.1% Black-American, and 8.0% as other; 26.3% were Hispanic.ResultsUsing empirical thresholds, non-uniform DIF was identified in five items by race, and no items by ethnicity.ConclusionsUniform DIF is less problematic given that mathematical corrections can be made to adjust scores for DIF. However, non-uniform DIF can usually only be corrected by removing the DIF items from the scale. Further methodological research is needed to minimize measurement bias to effectively assess racially diverse populations.     

Looking Inward: The impact of race,ethnicity, gender,and social class background on teaching sociocultural theory in education

In this paper I examine how and to what extent various elements of my biography—race, ethnicity, gender, age, social class background, and prior personal and professional experiences—influenced my relationships with students in a graduate course examining the impact of race, gender, and social class on education. My lived experiences as an immigrant woman of color in United States society and my prior professional experiences as an urban teacher are shown to have strengthened my expertise and confidence in teaching this course. Nevertheless, experience confirmed my initial concerns that my race, gender, and social class background negatively influenced some students' perceptions of my teaching competence and position of authority in the classroom. The paper concludes with recommendations for teacher education, including encouraging teachers to continuously engage the question of how their biographies shape their pedagogies and relationships with students, an important undertaking as our schooling populations become more racially, ethnically, and linguistically diverse. I also recommend that universities continue to recruit faculty who are not only from racial minority backgrounds but also from varied ethnic and social class backgrounds.     

论110米栏下栏落地支撑与栏间跑速度的关系

11 0米栏是有节奏的快跑与合理的跨栏步相结合的技术复杂的田径项目 .在完整的技术动作中 ,下栏落地支撑技术是衔接过栏与栏间跑的枢纽 ,是决定跨栏跑节奏和速度的重要技术环节 .     

The early developmental competencies and school readiness of low-income,immigrant children: Influences of generation,race/ethnicity,and national origins

Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how nativity status (generation), race/ethnicity, and national origins might be related to children's preparedness for kindergarten. The Learning Accomplishment Profile–Diagnostic (LAP-D) was used to measure cognitive and language skills, while teacher-report on the Devereux Early Childhood Assessment (DECA) measured socio-emotional protective factors and behavior concerns. Results demonstrate that variation does exist in school readiness according to nativity-based factors. First- and second-generation immigrants lagged behind children in non-immigrant families in cognitive and language skills but excelled by comparison in socio-emotional skills and behavior. In many cases, first-generation immigrant children showed more advanced development than second-generation immigrant children, providing some evidence in the early years for an immigrant advantage. The present study raises awareness regarding some of the strengths immigrant children demonstrate from a very young age—strengths that can be built upon to encourage their later success and academic achievement.