Socioeconomic Status, Parenting, and Child Development

By Marc H. Bornstein, R. Bradley. 2003

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Citations in the corpus

Gender, Context, and Reading: A Comparison of Students in 43 Countries (2006, neutral): “…affect student achievement through more learning opportunities via more education resources (Benabou, 1996), effective parenting practices (e.g., Bornstein & Bradley, 2003), and higher parental expectations (Battin-Pearson et al., 2000; DeGarmo, Forgatch, & Martinez, 1999; Parcel & Menaghan,…”
Contributors to Self-Perceived Competence, Satisfaction, Investment, and Role Balance in Maternal Parenting: A Multivariate Ecological Analysis (2003, background): “SES is believed to play a significant role in the expression of diverse aspects of parenting and child development (see Bornstein & Bradley, 2003; Entwisle & Astone, 1994; Hernandez, 1997; Hoff, Laursen, & Tardif, 2002), and socioeconomic circumstances have traditionally constituted a major…”
Socioeconomic Status and Child Development (2013, background): “Although many primary reviews exist (Bornstein & Bradley, 2003; Keating & Hertzman, 1999; McLoyd & Shanahan, 1993; Steinhauer, 1998; Willms, 2002a), with the exception of two meta-analyses of academic achievement (Sirin, 2005; White, 1982) and one of depression (Twenge & Nolen-Hoeksema, 2002),…”
Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “…measures and literacy development SES is usually stable across a child’s life, and nearly universal agreement holds that children from a higher SES possess access to more of the resources needed to support their positive development than do lower SES children (Bornstein & Bradley, 2003).”