ISER Internal Seminar: Family Socioeconomic Status, Children’s Home Learning Environments, and Cognitive Achievement in the United States, 1997-2014 Internal seminar
Sandwiches from 12:15, Seminar at 12:30
Children’s home learning environments are a critical context for cognitive development. Historically, the quality of children’s home environments has varied by family socioeconomic status, with children in disadvantaged families having less access to resources that are predictive of cognitive achievement compared to children in higher-income families. Recent work indicates that there has been some closure in socioeconomic disparities in children’s home environments in the last two decades. We assess whether this increasing equality has carried over to reduce social class gaps in cognitive achievement in recent cohorts of children. We find that while family income and parental education disparities in children’s home learning environments have diminished over time, the association between family socioeconomic status and cognitive achievement has not. Data are from the 1997 and 2014 cohorts of the Panel Study of Income Dynamics Child Development Supplement (N=3,578 and 3,576).
Paula Fomby, University of Michigan Paula is representing the Panel Study of Income Dynamics (PSID) team, visiting Annette Jaeckle and UKHLS team
Date & time
29 Jan 2019, 12:30
2N2.4.16 - ISER Large Seminar Room [Note this is a Tuesday!]
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