2011 The Palm Beach County Family Study (Full Report)

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Table 32. Mothers’ Positive Parenting Activities during Previous 3 Months by Selected Maternal Characteristics at Year 5 aParenting ActivitiesAllMothersEducation (%) Race/Ethnicity (%) Nativity (%) Relationship Status (%)Single/HSWhite/ ForeignbornbornU.S.-Black HispanicMarried live w/graduateotherpartnerNot HSgraduateSingle ornot livingw/partner(N=310) (n=157) (n=153) (n=126) (n=159) (n=25) (n=167) (n=143) (n=102) (n=95) (n=113)Read books to children 95 91 98* 98 93 92 94 96 96 93 96Told stories to children 90 86 93* 91 89 88 91 88 86 88 93Sang songs with children 92 88 95* 95 88 96 90 94 93 90 92Took children on errands 98 98 99 98 99 96 98 98 99 98 97Took children outside for walk orto play96 95 97 95 96 100 96 97 94 99 95Played with clay, drew pictures,or did other arts and crafts with 75 62 87* 81 66 96* 63 87* 73 65 84*childrenPlayed games, puzzles withchildren (Y2)77 68 85* 78 73 88 71 83* 73 77 80Took children to library (Y2) 43 32 54* 52 35 52* 30 58* 44 37 46Did household chores withchildren (Y2)79 72 86* 81 74 96* 68 91* 78 68 87*Praised children 99 99 100 100 99 100 99 100 100 98 100Encouraged children to read abook96 92 99* 98 93 100* 93 98* 94 94 97Talked to children about TVprogram (Y3)75 63 87* 82 66 96* 70 81* 72 73 79Mean (SD) Positive Parenting 0.92 0.89 0.96 0.94 0.90 0.96 0.90 0.95 0.92 0.91 0.94Score (range: 0–1) b (.13) (.15) (.09)*** (.10) (.15) (.10)** (.14) (.11)** (.13) (.13) (.13)a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”b Mean parenting scores are based only on parenting items included in all five surveys. (Y2) and (Y3) indicate items added in year 2 or year 3.One-way ANOVA tests indicate means are statistically significant at *p < .05, ** p < .01, or *** p < .001.*Denotes z-test of column proportions (or t-test of means where applicable) statistically significant at p < .10 or lower: [Education] lookedatbooks(2) vs. lookedatbooks(1);toldstories(2) vs. toldstories(1); sangsongs(2) vs. sangsongs(1); artscrafts(2) vs. artscrafts(1); playedgames(2) vs. playedgames(1); library(2) vs. library(1); chores(2) vs. chores(1);encouragedreading(2) vs. encouragedreading(1); talkedtelevision(2) vs. talkedtelevision(1); [Race/Ethnicity] artscrafts(1) vs. artscrafts(2), artscrafts(3) vs. artscrafts(2); library(1) vs.library(2); chores(3) vs. chores(2); encouragedreading(1) vs. encouragedreading(2); talkedtelevision(1) vs. talkedtelevision(2); talkedtelevision(3) vs. talkedtelevision(2); [Nativity]artscrafts(2) vs. artscrafts(1); playedgames(2) vs. playedgames(1); library(2) vs. library(1); chores(2) vs. chores(1); encouragedreading(2) vs. encouragedreading(1); talkedtelevision(2)vs. talkedtelevision(1); [Relationship status] artscrafts(3) vs. artscrafts(2); chores(3) vs. chores(2).Chapin Hall at the University of Chicago 53
Table 33. Mothers’ Negative Parenting Practices during Previous 3 Months by Selected Maternal Characteristics at Year 5 aParentingActivitiesAllMothersEducation (%) Race/Ethnicity (%) Nativity (%) Marital Status (%)Single/HSWhite/ ForeignbornbornU.S.-Black HispanicMarried live w/graduateotherpartnerNot HSgraduateSingle ornot livingw/partner(N=310) (n=157) (n=153) (n=126) (n=159) (n=25) (n=167) (n=143) (n=101) (n=97) (n=112)Lost temper withchildren (Y2)60 68 51* 38 77 64* 69 49* 60 69 51*Found hitting orspanking a goodway to get children25 22 28 26 23 36 23 27 31 26 20to listenGot more angry thanmeant to with27 29 24 17 33 33* 29 22 33 25 22childrenPunished children fornot finishing food 8 10 7 5 11 12 10 8 9 10 9on plateBlamed children forsomething not their 18 15 21 16 17 32 14 22* 23 16 16faultMean (SD) Negative0.19 0.19 0.20 0.16 0.21 0.27 0.19 0.20 0.23 0.19 0.16Parenting Score(range: 0–1) b (.23) (.23) (.23) (.21) (.25) (.22)* (.23) (.23) (.24) (.23) (.21)a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”b Mean parenting scores are based only on parenting items included in all five surveys. (Y2) and (Y3) indicate items added in year 2 or year 3.One-way ANOVA tests indicate means are statistically significant at *p < .05, ** p < .01, or *** p < .001.*Denotes z-test of column proportions (or t-test of means where applicable) statistically significant at p < .10 or lower: [Education] losttemper(1) vs. losttemper(2);[Race/Ethnicity] losttemper(2) vs. losttemper(1); losttemper(3) vs. losttemper(1); angry(2) vs. angry(1); [Nativity] lostempter(1) vs. losttemper(2); blamed(2) vs. blamed(1);[Relationship status] losttemper(2) vs. losttemper(3).Chapin Hall at the University of Chicago 54
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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
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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 70 and 71: Table 30. Parent Involvement Activi
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
Page 120 and 121: 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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