Capital for college: Parental assets and postsecondary schooling

By D. Conley. 2001

347 citations recorded by the source corpus.

Subfields: Accounting, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5467bccdd5a34b0e07384536a2f85cbd5e507154

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Citations in the corpus

Bringing Intergenerational Social Mobility Research into the Twenty-first Century: Why Mothers Matter (2009, background): “Classrelated economic resources clearly accumulate and play a key role in indirect and direct transmission of resources and assets (Conley 2001; Hill and Duncan 1987), but economic resources are only part of the story (Mayer 1997).”
Accounting for the Black–White Wealth Gap (2001, background): “Recent research has found that, depending on the data source used, white households in the United States hold somewhere between ve and ten times the net worth of black households (Smith 1995; Oliver and Shapiro 1995; Hurst, Luoh, and Stafford 1998; Wolff 1998, Davern and Fisher 2001).”
Best Practices in Conceptualizing and Measuring Social Class in Psychological Research (2013, neutral): “, 2010), substance abuse (Luthar, 2003), physical health (Adler, Epel, Castellazzo, & Ickovics, 2000; Guralnik, Butterworth, Wadsworth, & Kuh, 2006), obesity (Zhang & Wang, 2004), brain architecture (Raizada & Kishiyama, 2010; Shonkoff, Boyce, & McEwen, 2009), toxin and pollutant exposure (Bullard &”
Gender Differences in Factors Leading to College Enrollment: A Longitudinal Analysis of Latina and Latino Students (2005, background): “Goldenberg et al. (2001) demonstrated, for example, that first-grade achievement of children predicted Latino parents’ expectations at the end of elementary school, but parental expectations at first grade did not predict later achievement.”
Assets and liabilities, educational expectations, and children's college degree attainment (2011, background): “These results as a whole suggest that some asset types have important non-monetary or attitudinal associations with education, which is consistent with previous studies (Conley, 2001; Zhan & Sherraden, 2003; Zhan, 2006).”
Understanding college degree completion of students with low socioeconomic status: The Influence of the Institutional Financial Context (2006, background): “According to research by Conley (1999, 2001), educational attainment is positively influenced by wealth, even after parental income and other variables are taken into account.”
When Parents Want Children to Stay Home for College (2006, background): “Several pathways have been addressed in the literature, including income and wealth (Conley, 2001; Hofferth, Boisjoly, and Duncan, 1998), family structure (Alwin and Thornton, 1984; Blake, 1985; McLanahan and Sandefur, 1994; Powell and Steelman, 1990), and academic preparation (Attewell, 2001; Coope”
Food insecurity and disability: Do economic resources matter? (2010, background): “Our measures of household assets—net worth, liquid assets, and home ownership—allow us to examine effects of various types of assets (Conley, 2001; Nam & Huang, 2009).”
Do parental assets matter for children's educational attainment?: Evidence from mediation tests (2011, methodology): “Assets appear to predict educational attainment independently from income; moreover, assets may encourage economic and social development of individuals in the family beyond consumption (Conley, 2001; Paxton, 2001; Sherraden, 1991).”
Taking stock of ten years of research on the relationship between assets and children's educational outcomes: Implications for theory, policy and intervention (2011, methodology): “Conley (2001) Net worth Methods :Ordinary least squares (OLS) regression; Logistic regression; Data Set: Panel Study of Income Dynamics (PSID); Longitudinal: Baseline of measured in 1984; Outcome restricted to ages 22 to 30 in 1995; N = 223 Net worth is significant (p < .10); The chances of…”
Do Child Development Accounts Promote Account Holding, Saving, and Asset Accumulation for Children's Future? Evidence from a Statewide Randomized Experiment. (2013, background): “Empirical evidence suggests that household assets, especially financial assets, have a positive association with children’s educational attainment and other developmental outcomes (Conley, 2001; Lerman & McKernan, 2008; Nam, Huang, & Sherraden, 2008).”