105 lines
3.3 KiB
YAML
105 lines
3.3 KiB
YAML
abstract: 'Families who live in poverty face disadvantages that can hinder their
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children''s development in many ways, write Greg Duncan, Katherine
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Magnuson, and Elizabeth Votruba-Drzal. As they struggle to get by
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economically, and as they cope with substandard housing, unsafe
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neighborhoods, and inadequate schools, poor families experience more
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stress in their daily lives than more affluent families do, with a host
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of psychological and developmental consequences. Poor families also lack
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the resources to invest in things like high-quality child care and
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enriched learning experiences that give more affluent children a leg up.
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Often, poor parents also lack the time that wealthier parents have to
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invest in their children, because poor parents are more likely to be
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raising children alone or to work nonstandard hours and have inflexible
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work schedules.
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Can increasing poor parents'' incomes, independent of any other sort of
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assistance, help their children succeed in school and in life? The
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theoretical case is strong, and Duncan, Magnuson, and Votruba-Drzal find
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solid evidence that the answer is yes children from poor families that
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see a boost in income do better in school and complete more years of
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schooling, for example. But if boosting poor parents'' incomes can help
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their children, a crucial question remains: Does it matter when in a
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child''s life the additional income appears? Developmental neurobiology
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strongly suggests that increased income should have the greatest effect
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during children''s early years, when their brains and other systems are
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developing rapidly, though we need more evidence to prove this
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conclusively.
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The authors offer examples of how policy makers could incorporate the
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findings they present to create more effective programs for families
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living in poverty. And they conclude with a warning: if a boost in
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income can help poor children, then a drop in income for example,
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through cuts to social safety net programs like food stamps can surely
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harm them.'
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affiliation: 'Duncan, GJ (Corresponding Author), Univ Calif Irvine, Sch Educ, Irvine,
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CA 92717 USA.
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Duncan, Greg J., Univ Calif Irvine, Sch Educ, Irvine, CA 92717 USA.
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Magnuson, Katherine, Univ Wisconsin, Sch Social Work, Madison, WI 53706 USA.
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Votruba-Drzal, Elizabeth, Univ Pittsburgh, Dept Psychol, Pittsburgh, PA 15260 USA.'
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author: Duncan, Greg J. and Magnuson, Katherine and Votruba-Drzal, Elizabeth
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author_list:
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- family: Duncan
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given: Greg J.
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- family: Magnuson
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given: Katherine
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- family: Votruba-Drzal
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given: Elizabeth
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da: '2023-09-28'
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doi: 10.1353/foc.2014.0008
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eissn: 1550-1558
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files: []
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issn: 1054-8289
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journal: FUTURE OF CHILDREN
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keywords-plus: 'SOCIOECONOMIC-STATUS; SCHOOL PERFORMANCE; WELFARE-REFORM; HEALTH;
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POVERTY; STRESS; IMPACT; TAX; ACHIEVEMENT; DISPARITIES'
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language: English
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month: SPR
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number: '1'
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number-of-cited-references: '74'
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pages: 99-120
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papis_id: 781210b25eb7180f71c20323002d9abe
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ref: Duncan2014boostingfamily
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times-cited: '131'
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title: Boosting Family Income to Promote Child Development
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type: article
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unique-id: WOS:000334819000006
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usage-count-last-180-days: '1'
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usage-count-since-2013: '71'
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volume: '24'
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web-of-science-categories: 'Family Studies; Health Policy \& Services; Social Sciences,
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Interdisciplinary'
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year: '2014'
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