RESUMEN
Although the connections between race, poverty, and foster care placement seem obvious, the link has not in fact been studied extensively. To address this gap, we view poverty and placement through longitudinal and cross-sectional lenses to more accurately capture how changes in poverty rates relate to changes in placement frequency. The longitudinal study examines the relationship between poverty rate changes and changes in the placement of Black and White children between 2000 and 2015. The cross-sectional study extends the longitudinal analysis by using a richer measure of socio-ecological diversity and more recent foster care data. Using Poisson regression models, we assess the extent to which changes in race-differentiated child poverty rates are correlated with Black and White child placement frequencies and placement disparities. Regardless of whether one looks longitudinally or cross-sectionally, we find that Black children are placed in foster care more often than White children. Higher White child poverty rates are associated with substantially reduced placement differences; however, higher Black child poverty rates are associated with relatively small changes in placement disparity. Black and White child placement rates are more similar in counties with the fewest socio-ecological assets.
Asunto(s)
Fabaceae , Pobreza , Niño , Estados Unidos , Humanos , Estudios Transversales , Estudios Longitudinales , Población NegraRESUMEN
In this study, we adopt the human capital formation framework to understand the association of the various risk and protective factors in the family settings of rural children with their cognitive performance as measured by vocabulary and math test scores. We examine the role of caregiver reading or storytelling to children at younger age and the deprivation of parental care due to labor migration at different stages of childhood on child performance in vocabulary and math tests when they are over 10 years old. Our findings confirm the crucial role of parental presence in child's cognitive development both during early childhood and later ages. Extended periods of parental absence during early and later years of childhood are most pernicious for child cognitive performance. Our analysis also reveals significantly positive effect of caregiver reading and storytelling on children's vocabulary test performance. This study provides strong evidence for the benefits of programs that promote good parenting practice and caregiver involvement in child cognitive development.
Asunto(s)
Desarrollo Infantil , Lectura , Niño , Humanos , Preescolar , Padres/psicología , Responsabilidad Parental , ChinaRESUMEN
Since it was adopted November 1989, the Convention on the Rights of the Child has shaped the objectives for child protection systems around the world. Generally, those objectives fall along three dimensions: permanency, safety, and well-being. However, despite well-being receiving increasing attention in light of evidence that points to the importance of early childhood experiences on life course outcomes, child protection systems have so far struggled to find clear definition of well-being as a developmental construct. In this article, we propose a definition of child well-being that draws on the economic literature pertaining to skill formation and human capital. We argue that human capital, as a multidimensional concept that incorporates cognitive skills, non-cognitive skills, and health, should be added to the list of considerations policy makers contemplate when their attention turns to well-being provided there is research evidence for doing so. To that end, we discuss the several advantages the human capital framework offers within a child protection context. We then describe a theoretical framework and analytical approach to the study of skill formation. We are particularly interested in dynamic models wherein the skills one has influence the rate at which new skills are acquired, with specific emphasis on risk and protective factors across the life course of childhood. Overall, our discussion highlights how a dynamic model of human capital formation aligns with Convention on the Rights of the Child and notions that children in child protection systems have a right to develop the abilities they will need to be responsible adults.