The mechanisms mediating the effects of poverty on children’s intellectual development

By G. Guo, K. Harris. Demography, 2000

671 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8e7169a5b2d0092dc305fc7bb706cacd0d5350cd

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Citations in the corpus

FACTORS CONTRIBUTING TO SCHOOL DROPOUT AMONG THE GIRLS: A REVIEW OF LITERATURE (2015, background): “This is because, many studies found that single-female headed households face greater financial and time constraints than two-parent households in general which may impact differently on children's academic achievement (Guo & Harris, 2000; Pong et al., 2003).”
Parenting style as an investment in human development (2018, background): “There is a long tradition in developmental psychology, public health, and sociology of relating children’s outcomes to the nature of the parenting that they have experienced (e.g., McLoyd 1998; Guo and Harris 2000; Brooks-Gunn and Markman 2005; Berger et al. 2009; Kelly et al. 2011).”
Race Differences in Parental Influences on Child Achievement: Multiple Pathways to Success (2009, background): “These influences were multifaceted, including dimensions such as positive and warm interactions as well as behaviors such as purchasing books (Guo & Harris, 2000) and reading them to your children (Davis-Kean, 2005).”
Socioeconomic status and the developing brain (2009, positive): “Candidate causal pathways from environmental differences to differences in brain development include lead exposure, cognitive stimulation, nutrition, parenting styles and transient or chronic hierarchy effects [1,7,9, 11, 12 ,14,66,67].”
Poverty and the American Family: A Decade in Review (2010, background): “Cognitive stimulation, parenting style, children’s health status at birth, the physical environment, and childhood health mediated the influence of poverty on children’s intellectual development (Guo & Harris, 2000).”
Parental education, class and income over early life course and children's achievement (2016, background): “However, similar results have been found in other types of institutional contexts (Farkas, 2003; Guo & Harris, 2000; Mayer, 1998).”
Dying young and living fast: variation in life history across English neighborhoods (2010, background): “The role of parental investment as a mediator between socioeconomic conditions and child developmental outcomes is widely recognized (e.g., Guo and Harris 2000; Mortensen et al. 2002; Conger and Donnellan 2007; Nettle 2008).”
Poverty and family structure effects on children's mathematics achievement: Estimates from random and fixed effects models (2009, background): “The PIAT-M measures a child’s achievement in mathematics as it is taught in American schools, and covers a wide range of materials from simple recognition of numerals to advanced concepts in geometry and trigonometry (Guo & Harris, 2000).”
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “Bradley et al. (2001) noted that there were significantly fewer books and other cultural artifacts in the homes of low income than middle income families (see also Guo & Harris, 2000).”
Infant and Early Childhood Exposure to Adult-Directed and Child-Directed Television Programming: Relations with Cognitive Skills at Age Four (2010, result): “Consistent with many studies (e.g., Gue & Harris, 2000; Sellers, Burns, & Guyrke, 2002), parental education was significantly correlated with the PPVT scores, and there was a trend linking parental education to the WPPSI, the Bracken SRC, and Shape School scores so it was included as a covariate in…”