College-educated Parents Research Articles

Parental Mental Illness and the Likelihood of Child Out-of-Home Care: A Cohort Study.

To detail the relationship between parental mental illness and the likelihood of out-of-home care (OHC) among their children, and to identify factors which modify this relationship. Using Swedish national registers, children born in 2000 to 2011 (n = 1 249 463) were linked to their parents. Time-dependent parental mental illness (nonaffective and affective psychosis, substance misuse, depression, anxiety and stress, eating disorders, personality disorders, attention deficit hyperactivity disorder, autism, and intellectual disability), was identified through International Classification of Diseases codes. After adjustment for socioeconomic factors, children living with mentally ill parents were 4 times as likely to be placed in OHC than children without (95% confidence interval [CI] 4.24-4.61). The highest hazard ratio (HR) was in the youngest children aged 0 to 1 year (5.77, 95% CI 5.42-6.14), exposed to maternal illness (HR 4.56, 95% CI 4.37-4.76), and parental intellectual disability (HR 4.73, 95% CI 4.09-5.46). Children with parental mental illness with multiple risk factors were at particularly high risk. Compared with children without parental mental illness, and those with university-educated parents, children whose parents had mental illness and only had education to age 16 had a 15 times higher risk of OHC (95% CI 13.75-16.54). Children with parental mental illness are considerably more likely to be removed from home into care during childhood, particularly during the first year of life and if they are from socially disadvantaged families. Greater knowledge of these risks should lead to increased support for vulnerable new families.

Exploring knowledge, attitude, and practice in sexuality education across the general population in Saudi Arabia

Objective: This research explored the vital role of the general population in Saudi Arabian sexuality education, recognizing cultural conservatism. Methods: It was an observational cross-sectional quantitative study conducted in Saudi Arabia. A non-probability sampling method with a sample size of 385 was employed. Data collection was done by an online questionnaire. Results: The current study on parental involvement in sex education in Saudi Arabia included 386 participants, predominantly females (60.1%), aged 25-34 years (30.1%), married (58.3%), with the Eastern region representing the most (36.3%). About 59.8% had children, mainly aged 10-15 years (22.8%), and held university degree (54.7%). Noteworthy findings include that 64% recognized media\'s impact on children\'s sexual behavior and 80.3% preferred sex education discussions at home. Motivations revealed that 68.9% aimed to reduce sexual assault risks. University-educated parents and those with a monthly income of 15,000-19,999 SAR had higher knowledge scores (p < 0.05). Regional variations significantly influenced attitude scores, with the Western region least favorable and the Central region most positive (p < 0.05). Having children increased practical application scores, with the Southern region scoring the highest and the Central region the lowest (p < 0.05). Conclusion: The current study sheds light on the vital role of general population in Saudi Arabia\'s sexual education landscape. Regional and demographic factors significantly influenced attitudes, emphasizing the need for targeted interventions.

Behavioural and attitudinal support to zero-COVID policies among adolescents in a Chinese coastal area: direct experience and political socialization

ABSTRACT China implemented the stringent and controversial zero-COVID policies nationally for almost three years during the pandemic, yet little is known why Chinese citizens tolerated and supported the policies. Adopting the explanatory frameworks of direct experience and political socialization, we explored, with data from a representative survey in a coastal area in China, how adolescents in the area formulated their behavioural compliance with and attitudinal trust in the policies. We found that after socio-demographic differences were controlled, negative direct experiences during the pandemic were associated with deviation and distrust while positive direct experiences correlated with compliance and trust. In addition, parental socialization at home and school socialization also affected adolescents in their policy support. Those who enjoyed good communications with parents tended to develop both behavioural compliance and attitudinal trust. Adolescents with college-educated parents were more likely to show trust in the zero-COVID policies, and those who attended elite schools were more likely to comply with them. Attention needs to be paid to the agencies of adolescents embedded in their life environment in developing attitudinal and behavioural policy support, as well as the increasing inequality in China during the pandemic.

Sources of mathematics self-efficacy: The interactive role of parental education and perceptions of teachers.

Using US National Education Longitudinal Study (NELS) data, we explore how parental education and primary students' perceptions of their teachers interact to impact students' self-efficacy in mathematics. Our results demonstrate that students tend to have higher self-efficacy if they perceive that their teacher promotes the importance of mathematics. This relationship holds regardless of parental education, though it is strongest for children of parents without a university education. Children of less educated parents also tend to have lower self-efficacy if they attend private schools, which typically have high average parental socio-economic status (SES). School type has no discernable impact on children of university-educated parents. These findings are highly relevant to the Canadian context, which is characterized by schools being stratified by SES and the high importance of STEM education for occupational outcomes.

Problematic familial alcohol use and adolescent outcomes: Do associations differ by parental education?

Aim: To investigate the associations between problematic familial alcohol use and adolescent subjective health, binge drinking, relationships with parents, school performance, and future orientation, and to study whether these associations differ in relation to parental education. Methods: Cross-sectional data from the Stockholm School Survey (SSS) collected among students in the 9th and 11th grades in 2018 and in 2020 were used (n = 19,415). Subjective health, parent-youth relationships, and school performance were coded as continuous variables; binge drinking and future orientation were coded as binary variables. Familial drinking included three categories: problematic; don't know/missing; and not problematic. Parental university education distinguished between adolescents with two, one, or no university-educated parent(s). Control variables included gender, grade, family structure, migration background, parental unemployment, and survey year. Linear and binary logistic regression analyses were performed. Results: Problematic familial alcohol use was associated with worsened subjective health, a higher likelihood of engaging in binge drinking, worse relationships with parents, and a higher likelihood of having a pessimistic future orientation, even when adjusting for all control variables. Having less than two university-educated parents was associated with a higher likelihood of reporting problematic familial alcohol use. Parental university education moderated the association between problematic familial alcohol use and binge drinking as this relationship was stronger for adolescents with no and one university-educated parent(s). Conclusions: Adolescents with problematic familial alcohol use fared worse with regards to all studied outcomes, except for school performance. Parental university education only moderated the association between problematic familial alcohol use and binge drinking. However, since problematic familial alcohol use was more common among adolescents with less than two university-educated parents, we argue that at the group level, this category may be more negatively affected by alcohol abuse in the family. Policy interventions could benefit from having a socioeconomic perspective on how children are affected by alcohol's harms to others.

Hallucinogen use among young adults ages 19-30 in the United States: Changes from 2018 to 2021.

Given the shifting landscape of hallucinogen use, particularly with increased therapeutic use, understanding current changes in use is a necessary part of examining the potential risk hallucinogens pose to vulnerable populations, such as young adults. This study aimed to measure hallucinogen use among young adults aged 19-30 years from 2018 to 2021. This was a longitudinal cohort study among young adults aged 19-30 years from the US general population, interviewed between 2018 and 2021. Participants comprised 11304 unique respondents, with an average number of follow-ups of 1.46 (standard deviation = 0.50). Of the observed data points, 51.9% were among females. We examined past 12-month self-reported use of lysergic acid diethylamide (LSD), as well as hallucinogens besides LSD (e.g. psilocybin), monitoring any use as well as frequency, overall and by sex. From 2018 to 2021, past 12-month use of LSD among young adults in the US remained relatively unchanged, from 3.7% [95% confidence interval (CI) = 3.1-4.3] in 2018 to 4.2% in 2021 (95% CI = 3.4-5.0). Non-LSD hallucinogen [e.g. 'shrooms', psilocybin or PCP (phenylcyclohexyl piperidine)] use, however, increased in prevalence from 3.4% (95% CI = 2.8-4.1) to 6.6% from 2018 to 2021 (95% CI = 5.5-7.6). Across years, the odds of non-LSD use were higher for males [odds ratio (OR) = 1.86, 95% CI = 1.52-2.26] and lower for black than white participants (OR = 0.29, 95% CI = 0.19-0.47) and those without a college-educated parent (OR = 0.80, 95% CI = 0.64-0.99). Demographic disparities were similar for LSD use. Prevalence of past-year use non-lysergic acid diethylamide (LSD) hallucinogen was twice as high in 2021 as in 2018 among US young adults. Correlates of non-LSD hallucinogen use included being male, white and from higher socio-economic status backgrounds.

Untreated dental caries among Libyan children during and after the war and in internally displaced person camps.

The present study assessed whether living in a conflict zone and in internally displaced person (IDP) camps were associated with the number of untreated caries in primary, permanent and all teeth in Libyan children and whether these associations differed by parents' educational attainment. Cross-sectional studies were conducted in Benghazi, Libya, in 2016/2017 during the war and in 2022 after the war including children in schools and in IDP camps in the same setting. Self-administered questionnaires and clinical examinations were used for data collection from primary schoolchildren. The questionnaire collected information on children's date of birth, sex, level of parental education and school type. The children were also asked to report on how often they consumed sugary drinks and whether they brushed their teeth regularly. In addition, untreated caries in primary, permanent and all teeth were assessed according to World Health Organization criteria at the dentine level. Multilevel negative binomial regression models were used to assess the relation between dependent variables (untreated caries in primary, permanent and all teeth) and living environment (during and after the war and living in IDP camps) and parental educational attainment adjusted for oral health behaviours and demographic factors. The modifying effect of parental educational attainment (no, one and both parents university educated) on the association between living environment and the number of decayed teeth was also assessed. Data were available from 2406 Libyan children, 8-12 years old (mean = 10.8, SD = 1.8). The mean (SD) number of untreated decayed primary teeth was 1.20 (2.34), permanent teeth = 0.68 (1.32) and all teeth = 1.88 (2.50). Compared to children living in Benghazi during the war, children living in the city after the war had significantly greater number of decayed primary (adjusted prevalence ratio [APR] = 4.25, p = .01) and permanent teeth (APR = 3.77, p = .03) and children in IDP camps had significantly greater number of primary teeth (APR = 16.23, p = .03). Compared to children whose both parents were university-educated, those with no university-educated parents had a significantly greater number of decayed primary teeth (APR = 1.65, p = .02) and significantly less number of decayed permanent (APR = 0.40, p < .001) and all teeth (APR = 0.47, p < .001). There was a significant interaction between parental education and living environment in the number of all decayed teeth in children who lived in Benghazi during the war: children whose both parents were non-university-educated had significantly less number of all decayed teeth (p = .03) with no interaction effect in those living in Benghazi after the war or in IDP camps (p > .05). Children living in Benghazi after the war had more untreated decay in primary and permanent teeth than children during the war. Having parents with no university education was associated with greater or less untreated decay depending on the dentition. These variations were most pronounced among children during the war in all teeth with no significant differences in after-war and IDP camps groups. Further research is required to understand how living in war environment influenced oral health. In addition, children affected by wars and children living in IDP camps should be identified as target groups for oral health promotion programs.

Sampling from different populations: Sociodemographic, clinical, and functional differences between samples of first episode psychosis individuals and clinical high-risk individuals who progressed to psychosis.

Over the past two decades, research and clinical resources on clinical high risk (CHR) for psychosis have both expanded, with goals to better understanding risk and protective factors on the course of illness and inform early intervention efforts. However, some studies have highlighted potential sampling bias among CHR research studies, raising questions about generalizability of findings and inequitable access to early detection and intervention. The current study sought to explore these questions by comparing 94 participants in a CHR longitudinal monitoring study across North America (NAPLS-2) who converted to syndromal psychosis over the course of the study (CHR-CV) to 171 participants who presented for treatment at a localized first-episode psychosis service (FES) after converting. CHR-CV participants were significantly more likely to be White and have a college-educated parent, while FES participants were more likely to be Black and first- or second-generation immigrants. On average, CHR-CV participants were younger at onset of attenuated positive symptoms, had a longer period of attenuated symptoms prior to conversion, and were more likely to be treated with antipsychotics prior to conversion compared to those in FES programs. After controlling for time since conversion, CHR-CV participants had higher global functioning and were less likely to have experienced recent psychiatric hospitalization. Findings suggest that CHR research and FES clinics may be sampling from different populations, although conclusions are limited by inconsistent sampling frames and methods. Integrated early detection that targets defined geographic catchments may deliver more epidemiologically representative samples to both CHR research and FES.

Perceived parental alcohol problems and psychosomatic complaints among adolescents in Sweden

IntroductionFor adolescents, parental problem drinking can be regarded as a chronic stressor, negatively affecting their health. There is limited knowledge and a relative lack of empirical evidence on this topic, especially in Sweden. The aim of the current study was to examine perceived parental alcohol problems and the links with psychosomatic complaints among adolescents in Sweden. MethodsData were obtained from the Swedish Council for Information on Alcohol and Other Drugs’ national survey of 2021, collected amongst 9,032 students in grades 9 (∼15–16 years) and 11 (∼17–18 years). Perceived parental alcohol problems were measured by the Children of Alcoholics Screening Test (CAST-6) scale, using a cutoff at ≥ 3. Psychosomatic complaints were captured by a binary measure based on the frequency of headache, stomach ache, feeling depressed or down, difficulties to fall asleep, and sleeping poorly at night. Sociodemographic characteristics included gender, grade, parental education, and parental country of birth. Descriptive analyses with chi2 tests and binary logistic regression analyses were performed. ResultsAdolescents with perceived parental alcohol problems had higher odds of reporting psychosomatic complaints compared with adolescents without perceived parental drinking problems, even when adjusting for sociodemographic characteristics. Girls, grade 11 students, adolescent with at least one parent born in Sweden, and those without university-educated parents were more likely to report parental alcohol problems. ConclusionsThe findings highlight adolescents with perceived parental alcohol problems need support. The school, being an arena where adolescents spend much of their time, may play a vital role in this regard.

Child-Driven Parenting: Differential Early Childhood Investment by Offspring Genotype

Abstract A growing literature points to children’s influence on parents’ behavior, including parental investments in children. Further, previous research has shown differential parental response by socioeconomic status to children’s birth weight, cognitive ability, and school outcomes—all early life predictors of later socioeconomic success. This study considers an even earlier, more exogenous predictor of parental investments: offspring genotype. Specifically, we analyze (1) whether children’s genetic propensity toward educational success affects parenting during early childhood and (2) whether parenting in response to children’s genetic propensity toward educational success is socially stratified. Using data from the Avon Longitudinal Survey of Parents and Children (N = 6,247), we construct polygenic indexes (PGIs) for educational attainment (EA) and regress cognitively stimulating parenting behavior during early childhood on these PGIs. We apply Mendelian imputation to construct the missing parental genotype. This approach allows us to control for both parents’ PGIs for EA and thereby achieve a natural experiment: Conditional on parental genotype, the offspring genotype is randomly assigned. In this way, we eliminate the possibility that child’s genotype may be proxying unmeasured parent characteristics. Results differ by parenting behavior: (1) parents’ singing to the child is not affected by the child’s EA PGI, (2) parents play more with children with higher EA PGIs, and (3) non-college-educated parents read more to children with higher education PGIs, while college-educated parents respond less to children’s EA PGI.

The asymmetric gender effects of high flyers

Using longitudinal information on a representative sample of U.S. students, we study the effects of exposure to female and male high flyers in high school. We identify a causal effect by exploiting quasi-random variation to peers with highly-educated parents across grades within a school. Greater exposure to male high flyers decreases the likelihood that women obtain a bachelor’s degree, lowers their math and science grades, decreases their LFP and increases fertility. They show lower levels of self-confidence/aspirations. The effects are found for girls with below median ability and for those with at least one college-educated parent. There are no effects of high flyers of either gender on boys.

Exploring First-Generation Students’ Collegiate Outcomes: Longitudinal Comparison of Dropout and Transfer Behaviors

Many existing student persistence and retention studies overlooked the different types of departure (e.g., dropout, transfer) and aggregate them into a single departure variable, as a result, the estimates from these studies are spurious when one is interested in what student characteristics prompt dropout but not transfer. This can be especially relevant when studying the departure behavior of specific student subgroups, such as first-generation students. In response to this shortcoming in previous studies, this study longitudinally analyzed first-generation students’ dropout and transfer behaviors. Paired with nationally represented data, this study uncovered how various student characteristics impact dropout and transfer behaviors differently over time. First-generation students were more likely than students with college-educated parents to leave the system than to transfer. A higher sense of belonging was found to reduce the likelihood of students transferring to other institutions academic years one through four.

Government policies and unintended consequences: Rising demand for private supplementary tutoring in China

In recent decades, the worldwide demand for supplementary tutoring has increased dramatically. Studies suggest that families’ interest in supplementary tutoring is not only driven by a lack of school resources and the erosion of education quality, but also by governmental attempts to equalize educational opportunities. Using data from a nationally representative household survey from China, this study examined changes in students’ participation in private tutoring after the introduction of a national equalization policy called “Ten Regulations to Reduce Academic Burden for Primary School Students.” The findings showed that first-grade students’ participation in private tutoring doubled after the policy was introduced. The estimation of dynamic effects indicated that the policy’s impact on private tutoring participation had also increased over time. Further tests for heterogeneity between cities and student groups suggested that students in large cities, students with college-educated parents, and students in cities with severe shortages in after-school care tended to be more sensitive to the policy change, demonstrated by greater investments in private tutoring.

Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education.

Why do some students maintain their career expectations in STEM(science, technology, engineering, mathematics), whereas others change their expectations? Using situated expectancy-value and social cognitive career theories, we sought to investigate the extent to which STEM support predicted changes in students' STEM career expectations during high school, and if these processes varied by whether the student had college educated or noncollege educated parents. Using the nationally representative data set of the High School Longitudinal Study, we investigated the predictors of changes in US students' STEM career expectations from 9th to 11th grade (n = 13,100, 54% noncollege educated parents, 51% girls, 55% White, 21% Latinx, 12% Black). Students with noncollege educated parents were significantly more likely to change from STEM to non-STEM career expectations by 11th grade or to have stable non-STEM career expectations (compared to having stable STEM expectations or changing from non-STEM to STEM expectations). Additionally, students with noncollege educated parents were less likely to receive STEM support from parents and attend extracurricular activities compared to students with college educated parents. However, when examining the predictors among students with noncollege educated parents, students were more likely to maintain their expectations for a STEM career from 9th to 11th grade (compared to switching to a non-STEM career) if they had parental STEM support. Additionally, all students regardless of parents' level of education were more likely to maintain their expectations for a STEM career (vs. switching to a non-STEM career) through high school if they received teacher STEM support. Furthermore, students were more likely to develop STEM career expectations (vs. maintaining non-STEM career expectations) if they had parent STEM support. These findings highlight how parent and teacher STEM support may bolster STEM career expectations, particularly among students with noncollege educated parents.

Parents' talk about conceptual categories with infants: stability, variability, and implications for expressive language development.

Children's exposure to talk about conceptual categories plays a powerful role in shaping their conceptual development. However, it remains unclear when parents begin to talk about categories with young children and whether such talk relates to children's language skills. This study examines relations between parents' talk about conceptual categories and infants' expressive language development. Forty-seven parent-infant dyads were videotaped playing together at child age 10, 12, 14, and 16 months. Transcripts of interactions were analyzed to identify parents' talk about conceptual categories. Children's expressive language development was assessed at 18 months. Findings indicate that parents indeed talked about conceptual categories with infants and that talk was stable across time, with college-educated parents producing more than non-college-educated parents. Further, parents' talk about conceptual categories between 10 and 16 months predicted children's 18-month expressive language. This study sheds new light on mechanisms through which early experiences may support children's language development.

The academic advantage of having university-educated parents decreases with the proportion of university-educated parents in a society: evidence from Spain

ABSTRACT The academic advantage associated with having a university-educated parent may be intrinsic to that condition or depend on the proportion of university-educated parents in a society. If the latter, the expansion at university level will bring about a decrease in the average performance of children from university-educated families. I capitalize on the research opportunity that offers a late-expansion case such as Spain and assess how the academic achievement of students coming from university-educated families has evolved across the successive PISA waves. I document a strong decline that is partially explained by the increasing number of university-educated parents (particularly fathers) without a highly-skilled job. Furthermore, as the expansion of university causes the increase of hypogamous university-educated families where girls have an advantage, I test whether the decline in academic achievement is different for boys and girls. I observe no decline in academic achievement for girls coming from hypogamous university-educated families.

Life-Cycle Economic Returns to Educational Mobility in Denmark

Although most studies of the transition from school to work take a snapshot perspective in examining economic returns to education, such returns evolve over an individual’s lifetime. We empirically test a theoretical formulation derived from the cumulative advantage mechanism about enduring life-cycle effects of educational mobility on income. We analyse income trajectories for all Danes born in 1960–1961, and we consider how the welfare state may counteract certain mechanisms of intergenerational transmission that give children with college-educated parents better opportunities in the labour market. We find only small direct effects of parental college attainment on earnings trajectories after we control for offspring college attainment. Thus, schooling acts as a powerful and enduring economic leveller of family background effects in Denmark. Our analyses also show direct effects on trajectories in property income derived from wealth, suggesting that the welfare state has a harder time equalising income from wealth than from earnings.

Eugene Rivers and the responsibility of intellectuals

Eugene Rivers and the responsibility of intellectuals

Exploring Higher Education Pathways for Coping With the Threat of COVID-19: Does Parental Academic Background Matter?

First-generation students (FGS) are more likely to feel misplaced and struggle at university than students with university-educated parents (continuous-generation students; CGS). We assumed that the shutdowns during the Coronavirus-pandemic would particularly threaten FGS due to obstructed coping mechanisms. Specifically, FGS may show lower identification with the academic setting and lower perceived fairness of the university system (system justification). We investigated whether FGS and CGS used different defenses to cope with the shutdown threat in a large sample of German-speaking students (N = 848). Using Structural Equation Modeling, we found that for all students, independent of academic parental background, high levels of system justification were associated with perceiving the learning situation as less threatening, better coping with failure, and less helplessness. However, in comparison to CGS, FGS showed small but significant reductions in system justification and relied more on concrete personal relationships with other students as well as their academic identity to cope with the threatening situation. We discuss implications for helping FGS succeed at university.

The external effect of better-educated parents on student academic outcome

ABSTRACT This paper exploits the random assignment rule embedded in Chinese education system to investigate the external effect of better-educated parents in a class on students’ academic outcomes. Using a representative sample of Chinese middle school students, our estimation results show that a higher share of classmates with college-educated parents helps improve test scores of the students in the class. We further show that such external effect may arise from positive interactions between parents.