2011 The Palm Beach County Family Study (Full Report)

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Table 30. Parent Involvement Activities of Mothers over Time aActivity% Mothers % Mothers % Mothers % Mothers % Mothersat Year 1 at Year 2 at Year 3 at Year 4 at Year 5(n=110) (n=205) (n = 233) (n=231) (n=255)Helped child with homework 77 50 51 61 72Attended parent-teacherconference65 49 52 57 62Talked to teacher about child’sprogress (at times other than— — 70 83 75parent-teacher conference)Participated in field trip or familyevent— 35 39 42 44Attended parent or PTA meetings — 38 35 27 33Mean (SD) Parent InvolvementScore (range: 0–1) b 0.71 (.40) 0.43 (.41) 0.49 (.37) 0.54 (.32) 0.57 (.30)a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”b 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:homework2 vs. homework4; homework2 vs. homework5; homework3 vs. homework5; homework4 vs. homework5; conference3vs.conference5; fieldtrip2 vs. fieldtrip5; pta2 vs. pta4; pta3 vs. pta4; pta4 vs. pta5; progress3 vs. progress4; progress4 vs.progress5; score1 vs. score2; score2 vs. score3; score2 vs. score4; score2 vs. score5; score3 vs. score5.Table 31. Parent Involvement Activities of Fathers over Time aActivity% Father/Partnerat Year 1% Father/Partnerat Year 2% Father/Partnerat Year 3% Father/Partnerat Year 4% Father/Partnerat Year 5(n=86) (n=145) (n=159) (n = 160) (n=182)Helped child with homework 66 47 50 52 62Attended parent-teacher conference 36 22 33 33 38Talked to teacher about child’sprogress (at times other than parentteacher— — 36 44 38conference)Participated in field trip or familyevent— 19 23 25 27Attended parent or PTA meetings — 24 19 20 19Mean (SD) Parent InvolvementbScore (range: 0–1)0.51 (.40) 0.28 (.34) 0.33 (.33) 0.35 (.34) 0.37 (.30)a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”b 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:homework3 vs. homework5; conference2 vs. conference3; conference2 vs. conference5; fieldtrip2 vs. fieldtrip4; pta2 vs. pta3;score1 vs. score2; score1 vs. score5.Correlates of Parenting ActivitiesWe have already examined how positive and negative parenting activities differ according to nativity. Asshown in Table 32 and Table 33, the frequency of particular positive and negative parenting activities alsodiffers significantly by educational background, race/ethnicity, and relationship status, all of which areChapin Hall at the University of Chicago 51
highly correlated with nativity. It should be emphasized that, because of these relationships, the results inthese tables do not imply causation. However, we present them here as suggestive of the kinds of factorsthat may impact parenting practices; complex interactions and relationships among the variables will beexplored later.As shown in Table 32, mothers who had not graduated from high school reported significantly lower ratesof all positive parenting activities, with the exception of taking children on errands, taking childrenoutside for a walk or to play, and praising children. Perhaps not surprisingly, since Hispanic and foreignmothers in the sample possess relatively lower levels of education, we found that these mothers reportedlower rates of many of the positive parenting activities in comparison to black and white/other and U.S.-born mothers.By the same token, we found evidence that being single or not living with a partner is associated with ahigher likelihood of some positive parenting practices; this result is most likely related to the fact thatHispanic and foreign-born mothers are more likely to be married than mothers from other groups.We found fewer associations between maternal characteristics and negative parenting practices. We didfind that mothers with less education were more likely to report losing their tempers with their children.This was also true of Hispanic (as well as white/other) mothers, foreign-born mothers, and those in arelationship, in comparison to black, U.S.-born, and single mothers, respectively. Similarly, we also foundthat Hispanic (as well as white/other) mothers were more likely to report getting angrier than intendedwith their children.Once more, we caution readers not to draw causal inferences about the relationships between parentingpractices and the sociodemographic characteristics presented here, because many of these characteristicsare related to one another. We provide more analysis of demographic characteristics and parentingpractices in relation to service use in a later section of this report. In addition,. a number of other factorsshape parenting practices, as suggested by data from the embedded qualitative study (Spielberger et al.,2009) reported previously. <strong>The</strong>se include family’s beliefs about who should care for their children and thepriority of children’s needs over those of other family members, work and financial circumstances,neighborhood context (including safety), and future goals for their children.Chapin Hall at the University of Chicago 52
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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
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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 68 and 69: Table 28. Fathers’ Negative Paren
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
Page 118 and 119: 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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