Family Structure and Children's Behavioral and Cognitive Outcomes

By M. Carlson, M. Corcoran. 2001

552 citations recorded by the source corpus.

Subfields: Clinical Psychology, Demography, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8d94a545e95a127a42dcc6d7dc1564a10de4bb23

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Citations in the corpus

The Long‐Term Effects of Building Strong Families: A Program for Unmarried Parents (2014, unknown): “The disruption of unmarried parents’ relationships is significant because children growing up in households that do not include both their biological parents are at greater risk of poor outcomes (Amato, 2005; Carlson & Corcoran, 2001; Kim, 2011; McLanahan & Sandefur, 1994).”
Racial/Ethnic Differences in the Association Between Family Structure and Children's Education (2019, methodology): “Consistent with Carlson and Corcoran (2001)’s approach, this categorization of single-mother families includes never married, divorced, widowed, and separated mothers.”
Father Absence and Youth Incarceration (2004, methodology): “Forces Qualification Test) to assess the predictive power of family structurevariablesoncethe individual cognitiveabilityofthe childistakeninto account, although test scoresrelate to income as well ( Carlson & Corcoran, 2001 ).”
Mothers, Fathers, Families, and Circumstances: Factors Affecting Children's Adjustment (2012, background): “…Morrison, & Coiro, 1993), the reduced resources available when there is only one bread-winning and care-providing parent (Biblarz & Gottainer, 2000; Carlson & Corcoran, 2001; McLanahan & Sandefur, 1994), unstable living arrangements and community ties, and conflict before, around, and after…”
The role of family socioeconomic resources in the black-white test score gap among young children (2006, background): “…have addressed this question Wnd little diVerence between children of divorced and never-married parents; both groups are at risk for poorer achievement and behavior as compared with children from intact families (Carlson & Corcoran, 2001; Cooksey, 1997; DeLeire & Kalil, 2002; McLanahan, 1997).”
Effects of Family Structure Type and Stability on Children's Academic Performance Trajectories (2011, background): “…families, several studies found that children living in single-parent families either all the time or for a long period fared less well in academic outcomes than their peers in nondisrupted twobiological-parent families (Carlson & Corcoran, 2001; Fomby & Cherlin, 2007; Magnuson & Berger, 2009).”
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn (2007, background): “Although lone-parent status is often used as an indicator, it is a plethora of factors associated with family break-up and lone parenthood—like transitions, lower income, parent health, and so on—that are crucial in determining outcomes for children ( Carlson & Corcoran, 2001; McMunn et al., 2001).”
Adolescent Well‐Being in Cohabiting, Married, and Single‐Parent Families (2003, background): “The number of one’s siblings is related negatively to academic achievement (e.g., Carlson & Corcoran, 2001), presumably because more children in the household means parents possess fewer instrumental and emotional resources to invest in each child individually.”
Chronic and Proximate Depression among Mothers: Implications for Child Well-Being. (2011, background): “Because Table 2 showed no differences in PPVT scores by maternal depression, the subsequent analyses examined children’s behaviors.”