2011 The Palm Beach County Family Study (Full Report)

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Table 28. Fathers’ Negative Parenting Activities over Time aActivity% Father/Partner% Father/Partner% Father/Partner% Father/Partner% Father/PartnerYear 1 Year 2 Year 3 Year 4 Year 5(n=250) (n=238) (n=225) (n=225) (n=225)Lost temper with children (Y2) — 40 48 54 44Found hitting/spanking a good way toget children to listen17 22 24 31 22Got more angry than meant to withchildren20 11 10 16 14Punished children for not finishingfood on plate b 15 4 7 8 7Blamed children for something nottheir fault b 17 10 8 7 12Mean (SD) Negative ParentingScore (range:0–1) c 0.15 (.25) 0.12 (.20) 0.12 (.19) 0.16 (.21) 0.14 (.21)a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”b Asked only of mothers with children 1 year or older (n=137 in year 1 and n=236 in year 2).c Mean parenting scores are based on parenting items included in all five surveys. (Y2) and (Y3) indicate items added in year 2 oryear 3 that were excluded in the calculation of mean scores.*Paired sample t-tests indicate that the following year-to-year differences are statistically significant at p < .05 or lower: hitting1vs. hitting3; hitting1 vs. hitting4; hitting2 vs. hitting4; hitting4 vs. hitting5; angry1 .v angry2; angry1 vs. angry3; angry1 vs.angry5; angry3 vs. angry4; food1 vs. food2; food1 vs. food3; blame3 vs. blame5; blame4 vs. blame5; temper2 vs. temper3;temper2 vs. temper4; temper3 vs. temper4; temper4 vs. temper5; score1 vs. score3; score2 vs. score4; score3 vs. score4.Parent Involvement ActivitiesAnother important area of parenting is involvement in children’s out-of-home care and education.Research has shown the value of parental involvement in both early childhood education and laterschooling with respect to children’s academic outcomes (e.g., Epstein, 2001; Hill & Craft, 2003; Jeynes,2003; Meidel & Reynolds, 1999). At the time of the year 5 interview, over three-fourths of the mothershad children who were in childcare or school and, thus, were asked additional questions about theirinvolvement in their children’s out-of-home care and education.As shown in Table 29, about three-fourths of these mothers reported talking with their children’s teacherand helping their children with homework during the previous 3 months. Over half of the mothers hadattended a parent-teacher conference (62%); as shown in Table C- 15, foreign-born mothers were morelikely than U.S.-born mothers to report attending such a conference. Almost half (44%) of all mothersreported they had participated in a field trip or school event for families, with U.S.-born mothers morelikely than foreign-born mothers to report doing so. A third reported attending a PTA meeting during theChapin Hall at the University of Chicago 49
past 3 months. The percentage of husbands or partners who engaged in any of these activities wassignificantly smaller than the percentage of mothers. 30Table 29. Parent Involvement Activities during Previous 3 Months at Year 5 a% Mothers % Husbands/PartnersActivity b (n=255) (n=182)Talked to teacher about child’s progress (at times other thanparent-teacher conference)75 38Helped children with homework 72 62Attended parent-teacher conference 62 38Participated in field trip or family event at school 44 27Attended PTA or other parent meetings 33 19Mean (SD) Parent Involvement Score (range: 0–1) c 0.57 (.30) 0.37 (.30)a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”b Only mothers who had children in childcare or school were asked about these activities.c Mean parent involvement score based on all items asked at each time point.*Paired sample t-tests indicate that the following year-to-year differences are statistically significant at p < .05 or lower:homework(mother) vs. homework(partner); conference(mother) vs. conference(partner); progress(mother) vs. progress(partner);fieldtrip(mother) vs. fieldtrip(partner); meetings(mother) vs. meetings(partner).We asked mothers in all 5 years of the study about whether they helped children with homework orattended a parent-teacher conference. The percentage of mothers who answered yes to these questionsdeclined significantly between years 1 and 2. This decline may reflect the mother’s needs to focus theirenergies on the newborn focal child, as the percentages answering yes return to the year 1 levels by year 5(see Table 30). The percentages of mothers participating in the other activities are relatively stable overtime, with the exception of significant fluctuations in the percentage of mothers who said they talked to ateacher about their children’s progress. Finally, the reported patterns for husbands/partners are similar tothose of the mothers (see Table 31).30 It should be mentioned that the types of activities in Table 29 to Table 31, except for helping with homework, differ from otherparenting activities in that they are unlikely to occur as regularly.Chapin Hall at the University of Chicago 50
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FifthMarciaGouvêa2011
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AcknowledgmentsThis fifth report of
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Chapin Hall at the University of Ch
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List of TablesTable 1. Components o
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Table 58. Logistic Regression of Mo
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Table C- 24. Mothers’ Baseline an
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• In addition, we observed a pote
Page 18 and 19: kind of out-of-home educational exp
Page 20 and 21: IntroductionOver the last three dec
Page 22 and 23: eadiness and school success and in
Page 24 and 25: The study’s comprehensive, longit
Page 26 and 27: Table 2. Characteristics of Mothers
Page 28 and 29: The Year 5 Study SampleTable 4 show
Page 30 and 31: Household Structure, Employment, an
Page 32 and 33: Although mothers continued to repor
Page 34 and 35: Table 6. Family Income and Economic
Page 36 and 37: Specifically, mothers living outsid
Page 38 and 39: at the birth of the focal child tha
Page 40 and 41: Table 10. Reasons for Transportatio
Page 42 and 43: Health, Healthcare, and ChildDevelo
Page 44 and 45: two years of the study. In year 1 1
Page 46 and 47: Subsequent Pregnancies and Prenatal
Page 48 and 49: Children’s HealthcareMost (80%) o
Page 50 and 51: private plans or HMOs increased sig
Page 52 and 53: outside the TGAs to report that all
Page 54 and 55: Children’s Behavior and Developme
Page 56 and 57: cultural norms regarding what sorts
Page 58 and 59: Table 21. Emerging Pre-academic Ski
Page 60 and 61: the year 5 interview, over three-qu
Page 62: various activities, mothers reporte
Page 66 and 67: Negative Parenting PracticesThere i
Page 70 and 71: Table 30. Parent Involvement Activi
Page 72 and 73: Table 32. Mothers’ Positive Paren
Page 74 and 75: Table 34. Mothers’ Parent Involve
Page 76 and 77: The most frequent parent involvemen
Page 78 and 79: Figure 3. Primary Childcare Arrange
Page 80 and 81: for 6 months, but when the subsidy
Page 82 and 83: ecause it is of particular interest
Page 84 and 85: types of care between mothers whose
Page 86 and 87: Table 40. Characteristics of Mother
Page 88 and 89: Table 41). Of the 204 children, 91
Page 90 and 91: commented on their children’s nee
Page 92 and 93: nonparental childcare arrangement f
Page 94 and 95: Informal and Community SupportAn un
Page 96 and 97: Table 46. Frequency of Husband/Part
Page 98 and 99: We also asked the mothers about the
Page 100 and 101: Table 49. Type of Family/Friends Su
Page 102 and 103: Access to Support by TGAFigure 5 sh
Page 104 and 105: Use of Formal ServicesA central que
Page 106 and 107: Correlates of At-Risk StatusA large
Page 108 and 109: services after 6 months. Among the
Page 110 and 111: Enhanced ServicesEnhanced services
Page 112 and 113: Termination of MCHP ServicesAs prev
Page 114 and 115: services were fairly stable, althou
Page 116 and 117: languages. The fact that more mothe
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In interpreting these results, it s
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Overall, mothers reported seeking h
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We found that in years 2 and 3, aft
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We also found that mothers tended t
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variables that could potentially be
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significant levels of stress. Paren
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positive parenting items and 5 nega
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friend/neighbor/other), which were
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Table 60. Logistic Regression of Ch
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County in either fall 2009 or fall
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Figure 6. Percent of Focal Children
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Next, we conducted logistic regress
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Table 68. Selected Maternal and Chi
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R 2 .180*p < .05, **p < .01, or ***
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SummarySimilar to previous analyses
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less than a high school education,
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Parenting PracticesWhen surveyed in
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We also looked at the stability of
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Service Use, Maternal Functioning,
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Conclusions and ImplicationsMore th
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Meanwhile, our findings indicate th
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literacy skills, families who do no
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BibliographyAbidin, R. R. (1995). P
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Dinan, K. A. (2005a). Federal polic
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Leventhal, T., Brooks-Gunn, J., McC
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Weisner, T. S. (1984). A cross-cult
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What are pathways to service use? W
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Table A- 1. FOCiS Codes for MCHP Se
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Table A- 2. Interview Study Samplin
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Table A- 3. Household Survey Topics
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Table A- 5. Reasons for Sample Attr
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we sought to identify the ecologica
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Table B- 2. Characteritics of TGA M
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Figure B- 1. Characteristics of Mot
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Figure B- 5. Percentage of PBC Moth
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Table B- 5. Logistic Regression Pre
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Table B- 7. Characteristics of TGA
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Table B- 9. Logistic Regression Pre
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Type of Enhanced Service2009N% of M
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Table B- 12. Logistic Regression Pr
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Numberof BirthswithReferrals2009 TG
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Table B- 15. OLS Logistic Regressio
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Table C- 1. Selected Characteristic
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Table C- 4. Social and Emotional Be
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Table C- 7. Communication Skills of
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Table C- 11. Emerging Literacy and
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Table C- 14. Mothers’ Negative Pa
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Number of Different Arrangements ac
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Figure C- 1. Mean Days of MCHP Serv
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Table C- 19. Characteristics of Mot
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Table C- 22. Number of Service Area
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Table C- 23. Number of Services Use
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Table C- 25. Linear Regression Anal
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Table C- 27. Baseline Characteristi
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2011 The Palm Beach County Family Study (Full Report)

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