An official website of the United States government
Abstract Rural America is often depicted as a distressed and left‐behind place, with limited opportunities for the children growing up there. This paper addresses this topic by examining the dynamics of rural places over the past four decades and how these changes impact the economic mobility of children raised in poor rural households. Employing a place‐based framework, we utilise sequence analysis to identify dominant trajectories of change for more than 8000 rural communities. Our analysis reveals highly diverse community trajectories that connect deindustrialisation and racial inequality to elevated and rising poverty rates in certain places, while also documenting more favourable poverty trends elsewhere. These diverging local outcomes shed new light on the conflicting narratives surrounding rural America. We then demonstrate that, among children from poorer households, exposure to community poverty is predictive of adult economic mobility, patterns which are partly mediated by family stability and child poverty. Our finding that poorchildrenface additional disadvantages when they also grow up in poorplacessuggests a potential role for place‐based policies and redistribution to help ameliorate these disparities.
more »
« less
Poverty and academic achievement across the urban to rural landscape: Associations with community resources and stressors
Poor children begin school with fewer academic skills than their nonpoor peers, and these disparities translate into lower achievement, educational attainment, and economic stability in adulthood. Child poverty research traditionally focuses on urban or rural poor, but a shifting spatial orientation of poverty necessitates a richer examination of how urbanicity intersects with economic disadvantage. Combining geospatial administrative data with longitudinal survey data on poor children from kindergarten through second grade (N ≈ 2,950), this project explored how differences in community-level resources and stressors across urbanicity explain variation in achievement. Resources and stressors increased in more urbanized communities and were associated with academic achievement. Both mediated differences in poor children’s achievement. Mediation was both direct and indirect, operating through cognitive stimulation and parental warmth.
more »
« less
- Award ID(s):
- 1650035
- PAR ID:
- 10199218
- Date Published:
- Journal Name:
- RSF
- Volume:
- 52
- Issue:
- 2
- ISSN:
- 2377-8253
- Page Range / eLocation ID:
- 106-122
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
null (Ed.)Growing economic disparities and the increased sorting of families into economically segregated communities have heightened the need to clearly delineate pathways through which family income promotes children’s development. Combining hypotheses from investment and stress theories, we developed and tested a multi-context and cross-domain conceptual model assessing how community and family contexts mediate links between family income and children’s cognitive and behavioral skills at kindergarten entry. We drew data on family income, parenting processes, and child functioning from the Early Childhood Longitudinal Study– Birth Cohort (ECLS-B; N ≈ 10,650), following children from infancy through age 5. We used Geographic Information Systems technology to create and validate community measures using administrative data from the Economic Census, Decennial Census, National Center of Education Statistics, Federal Bureau of Investigations, and Environmental Protection Agency, which were then linked to each child in the ECLS-B. Using structural equation modeling, our analyses revealed three primary lessons. First, lower-income children have limited access to community educational and cultural resources and heightened exposure to community stressors including concentrated disadvantage and violent crime. Second, these community features are associated with parenting processes, such that parent-child interactions tend to be less stimulating and supportive and more punitive in communities with fewer resources and heightened stressors. And third, community and family contexts together mediate connections between family income and children’s cognitive and behavioral functioning. Results, albeit showing small effect sizes, provide a more complex, multi-contextual view than prior research, delineating the role of both resources and stressors at community and family levels in explaining income disparities in young children’s developmental success.more » « less
-
The sociology of inequality expounds exclusion as a universal mechanism of poverty. In the case of child care, I find an alternative narrative. Extant research has reported divergent findings on the role of child care among poor families: that the poor are both surrounded by supportive child care centers and face difficulty in finding safe and high quality care. My work reconciles this conflict. Drawing on a mixed-methods study of the contemporary American child care system, one of the first to investigate the role of child care in social stratification, I find that government child care assistance programs are working for the poorest families. Poor mothers connected to the formal welfare system seamlessly access child care vouchers and child care centers populate poor neighborhoods at similar rates to wealthy neighborhoods. Yet institutional inclusion in theory differs from institutional inclusion in practice. Conflicting institutional logics and competing daily logistics related to their poverty complicate poor families’ ability to find and maintain care. These difficulties inhibit economic opportunities for poor mothers and have potential implications for their children’s wellbeing. If child care operates like a springboard for wealthy mothers’ economic progress, child care for poor mothers remains an anchor.more » « less
-
A new generation of poverty programs around the globe provides cash payments to poor and vulnerable households. Studies show that these social cash transfer programs create income and welfare benefits for poor households and the local economies where they live. However, this may come at the cost of damaging local environments if cash payments stimulate food production that conflicts with natural resource conservation. Evaluations of the economic impacts of poverty programs do not account for the welfare consequences of environmental impacts, which are potentially large for poor communities closely tied to natural resources. We use an ex-ante policy simulation tool, a bioeconomic local computable general equilibrium model parameterized with microsurvey data, to analyze the expected welfare consequences of environmental degradation caused by a cash transfer program. For a Philippine fishing community that is a net importer of fish, we show that a government cash transfer program initially increases real incomes for all households. However, increased demand for fish leads to a decline in the local fish stock that reduces program benefits. Household groups experience declines in real income benefits of 2–63%, with fishing households suffering the largest declines. Impacts on local fish stocks depend on the extent to which markets link fishing communities to outside regions through trade. Greater market integration can mitigate the fish stock decline, but this reduces the local income benefits of cash transfers.more » « less
-
Undergraduates’ distress has increased dramatically since the COVID-19 pandemic’s onset, raising concerns for academic achievement. Yet little is known about the mechanisms by which pandemic-related distress may affect students’ learning and performance, and consequently, how we might intervene to promote student achievement despite the continuing crisis. Across two studies with nearly 700 undergraduates, we highlight the mediating role of distraction: undergraduates higher in COVID-19 distress saw lower learning gains from an asynchronous neuroscience lesson due to increased mind wandering during the lesson. We replicate and extend this finding in Study 2: probing what pandemic-related stressors worried students and revealing systematic differences among students of marginalized identities, with largest impacts on first-generation, Latinx women. We also examined whether stress reappraisal or mindfulness practices may mitigate the observed distress-to-distraction pathway. Only mindfulness reduced mind wandering, though this did not translate to learning. We conclude with implications for practice and future research.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.7758/rsf.2019.5.2.06
