The increased rate of poverty has profound implications if this society believes that ALL children have the right to a good basic education. Moi blogs about education issues so the reader could be perplexed sometimes because moi often writes about other things like nutrition, families, and personal responsibility issues. Why? The reader might ask? Because children will have the most success in school if they are ready to learn. Ready to learn includes proper nutrition for a healthy body and the optimum situation for children is a healthy family. Many of societies’ problems would be lessened if the goal was a healthy child in a healthy family. There is a lot of economic stress in the country now because of unemployment and underemployment. Children feel the stress of their parents and they worry about how stable their family and living situation is.
Science Daily reported Single mothers much more likely to live in poverty than single fathers, study finds:
Single mothers earn significantly less than single fathers, and they’re penalized for each additional child they have even though the income of single fathers remains the same or increases with each added child in their family. Men also make more for every additional year they invest in education, further widening the gender gap, reports a University of Illinois study.
“Single mothers earn about two-thirds of what single fathers earn. Even when we control for such variables as occupation, numbers of hours worked, education, and social capital, the income gap does not decrease by much. Single mothers are far more likely to live in poverty than single fathers, and they do not catch up over time,” said Karen Kramer, a U of I assistant professor of family studies.In 2012, 28 percent of all U.S. children lived with one parent. Of that number, 4.24 million single mothers lived below the poverty line compared to 404,000 single fathers, she noted.
The single most important factor that allows single-parent families to get out of poverty is working full-time, she said. “A 2011 study shows that in single-parent families below the poverty line at the end, only 15.1 percent were employed full-time year-round.”Previous studies show that 39 percent of working single mothers report receiving unearned income, assumed to be child support. That means fathers are contributing only 28 percent of child-rearing costs in single-mother households, she said.
The pathway into single-parent households differs by gender, she said. “Single fathers are more likely to become single parents as the result of a divorce; single mothers are more likely never to have been married,” she explained.“Divorced single parents tend to be better off financially and are more educated than their never-married counterparts. The most common living arrangement for children after a divorce is for mothers to have custody. Single fathers with custody are more likely to have a cohabiting partner than single mothers, and that partner is probably at least sharing household tasks. Single mothers are more likely to be doing everything on their own,” she said.
Often single mothers have both the stress of raising children alone and crippling financial stress, she added….. http://www.sciencedaily.com/releases/2015/08/150831163743.htm
Citation:
Single mothers much more likely to live in poverty than single fathers, study finds
Date: August 31, 2015
Source: University of Illinois College of Agricultural, Consumer and Environmental Sciences
Summary:
Single mothers earn significantly less than single fathers, and they are penalized for each additional child they have even though the income of single fathers remains the same or increases with each added child in their family. Men also make more for every additional year they invest in education, further widening the gender gap, reports a new study.
Journal Reference:
1. Karen Z. Kramer, Laurelle L. Myhra, Virginia S. Zuiker, Jean W. Bauer. Comparison of Poverty and Income Disparity of Single Mothers and Fathers Across Three Decades: 1990–2010. Gender Issues, 2015; DOI: 10.1007/s12147-015-9144-3
This trend is troubling because it disrupts the stability of many children not only emotionally, but financially as well. Single parents often have difficulty earning a sufficient income to support a family. It becomes more important for single parents to complete education and/or training programs. In order to increase the well-being of children, parents must be helped to complete their education.
Science Daily reported in Children’s self-esteem already established by age five:
By age 5 children have a sense of self-esteem comparable in strength to that of adults, according to a new study by University of Washington researchers.
Because self-esteem tends to remain relatively stable across one’s lifespan, the study suggests that this important personality trait is already in place before children begin kindergarten.“Our work provides the earliest glimpse to date of how preschoolers sense their selves,” said lead author Dario Cvencek, a research scientist at the UW’s Institute for Learning & Brain Sciences (I-LABS).
“We found that as young as 5 years of age self-esteem is established strongly enough to be measured,” said Cvencek, “and we can measure it using sensitive techniques.”
The new findings, published in the January 2016 issue of the Journal of Experimental Social Psychology, used a newly developed test to assess implicit self-esteem in more than 200 5-year-old children — the youngest age yet to be measured.
“Some scientists consider preschoolers too young to have developed a positive or negative sense about themselves. Our findings suggest that self-esteem, feeling good or bad about yourself, is fundamental,” said co-author, Andrew Meltzoff, co-director of I-LABS. “It is a social mindset children bring to school with them, not something they develop in school.”
Meltzoff continued: “What aspects of parent-child interaction promote and nurture preschool self-esteem? That’s the essential question. We hope we can find out by studying even younger children.”Until now no measurement tool has been able to detect self-esteem in preschool-aged children. This is because existing self-esteem tests require the cognitive or verbal sophistication to talk about a concept like “self” when asked probing questions by adult experimenters.
“Preschoolers can give verbal reports of what they’re good at as long as it is about a narrow, concrete skill, such as ‘I’m good at running’ or ‘I’m good with letters,’ but they have difficulties providing reliable verbal answers to questions about whether they are a good or bad person,” Cvencek said….
Adult versions of the IAT, which was first developed by Greenwald, can reveal attitudes and beliefs that people don’t know they have, such as biases related to race, gender, age and other topics.
“Previously we understood that preschoolers knew about some of their specific good features. We now understand that, in addition, they have a global, overall knowledge of their goodness as a person,” said Greenwald.
The task for adults works by measuring how quickly people respond to words in different categories. For instance, the adult implicit self-esteem task measures associations between words like “self” and “pleasant” or “other” and “unpleasant.”
To make the task appropriate for preschoolers who can’t read, the researchers replaced words related to the self (“me,” “not me”) with objects. They used small unfamiliar flags, and the children were told which of the flags were “yours” and “not yours.”
The 5-year-olds in the experiment–which included an even mix of 234 boys and girls from the Seattle area–first learned to distinguish their set of flags (“me”) from another set of flags (“not me”).
Using buttons on a computer, they responded to a series of “me” and “not me” flags and to a series of “good” words from a loudspeaker (fun, happy, good, nice) and “bad” words (bad, mad, mean, yucky). Then, to measure self-esteem, the children had to combine the words and press the buttons to indicate whether the “good” words were associated more with the “me” flags or not.
The results showed that the 5-year-olds associated themselves more with “good” than with “bad,” and this was equally pronounced in both girls and boys.
The researchers also did two more implicit tests to probe different aspects of the self. A gender identity task assessed the children’s sense of whether they are a boy or a girl, and a gender attitude task measured the children’s preference for other children of their own gender, called a “gender in-group preference….” http://www.sciencedaily.com/releases/2015/11/151102152729.htm
Citation:
Children’s self-esteem already established by age five
Date: November 2, 2015
Source: University of Washington
Summary:
By age 5 children have a sense of self-esteem comparable in strength to that of adults, according to a new study.
Journal Reference:
1. Dario Cvencek, Anthony G. Greenwald, Andrew N. Meltzoff. Implicit measures for preschool children confirm self-esteem’s role in maintaining a balanced identity. Journal of Experimental Social Psychology, 2016; 62: 50 DOI: 10.1016/j.jesp.2015.09.015
Here is the press release from the University of Washington:
November 2, 2015
Children’s self-esteem already established by age 5, new study finds
Molly McElroy
Institute for Learning & Brain Sciences
By age 5 children have a sense of self-esteem comparable in strength to that of adults, according to a new study by University of Washington researchers.
Because self-esteem tends to remain relatively stable across one’s lifespan, the study suggests that this important personality trait is already in place before children begin kindergarten.
“Our work provides the earliest glimpse to date of how preschoolers sense their selves,” said lead author Dario Cvencek, a research scientist at the UW’s Institute for Learning & Brain Sciences (I-LABS).
“We found that as young as 5 years of age self-esteem is established strongly enough to be measured,” said Cvencek, “and we can measure it using sensitive techniques.”The new findings, published in the January 2016 issue of the Journal of Experimental Social Psychology, used a newly developed test to assess implicit self-esteem in more than 200 5-year-old children — the youngest age yet to be measured.
“Some scientists consider preschoolers too young to have developed a positive or negative sense about themselves. Our findings suggest that self-esteem, feeling good or bad about yourself, is fundamental,” said co-author, Andrew Meltzoff, co-director of I-LABS. “It is a social mindset children bring to school with them, not something they develop in school.”
Meltzoff continued: “What aspects of parent-child interaction promote and nurture preschool self-esteem? That’s the essential question. We hope we can find out by studying even younger children.”Until now no measurement tool has been able to detect self-esteem in preschool-aged children. This is because existing self-esteem tests require the cognitive or verbal sophistication to talk about a concept like “self” when asked probing questions by adult experimenters.
“Preschoolers can give verbal reports of what they’re good at as long as it is about a narrow, concrete skill, such as ‘I’m good at running’ or ‘I’m good with letters,’ but they have difficulties providing reliable verbal answers to questions about whether they are a good or bad person,” Cvencek said.
To try a different approach, Cvencek, Meltzoff and co-author Anthony Greenwald created a self-esteem task for preschoolers. Called the Preschool Implicit Association Test (PSIAT), it measures how strongly children feel positively about themselves.
Adult versions of the IAT, which was first developed by Greenwald, can reveal attitudes and beliefs that people don’t know they have, such as biases related to race, gender, age and other topics.
“Previously we understood that preschoolers knew about some of their specific good features. We now understand that, in addition, they have a global, overall knowledge of their goodness as a person,” said Greenwald.
The task for adults works by measuring how quickly people respond to words in different categories. For instance, the adult implicit self-esteem task measures associations between words like “self” and “pleasant” or “other” and “unpleasant.”
To make the task appropriate for preschoolers who can’t read, the researchers replaced words related to the self (“me,” “not me”) with objects. They used small unfamiliar flags, and the children were told which of the flags were “yours” and “not yours.”The 5-year-olds in the experiment—which included an even mix of 234 boys and girls from the Seattle area—first learned to distinguish their set of flags (“me”) from another set of flags (“not me”).
Using buttons on a computer, they responded to a series of “me” and “not me” flags and to a series of “good” words from a loudspeaker (fun, happy, good, nice) and “bad” words (bad, mad, mean, yucky). Then, to measure self-esteem, the children had to combine the words and press the buttons to indicate whether the “good” words were associated more with the “me” flags or not.
The results showed that the 5-year-olds associated themselves more with “good” than with “bad,” and this was equally pronounced in both girls and boys.
The researchers also did two more implicit tests to probe different aspects of the self. A gender identity task assessed the children’s sense of whether they are a boy or a girl, and a gender attitude task measured the children’s preference for other children of their own gender, called a “gender in-group preference.”
Children who had high self-esteem and strong own-gender identity also showed stronger preferences for members of their own gender.
Taken together, the findings show that self-esteem is not only unexpectedly strong in children this young, but is also systematically related to other fundamental parts of children’s personality, such as in-group preferences and gender identity.
“Self-esteem appears to play a critical role in how children form various social identities. Our findings underscore the importance of the first five years as a foundation for life,” Cvencek said.The researchers are following up with the children in the study to examine whether self-esteem measured in preschool can predict outcomes later in childhood, such as health and success in school. They are also interested in the malleability of children’s self-esteem and how it changes with experience.
Grants from the UW’s Ready Mind Project, and the Implicit Cognition Research Fund supported the research.
###For more information, contact Cvencek at 206-543-8029 or dario1@uw.edu, Greenwald at 206-543-7227 or agg@uw.edu, Meltzoff at 206-685-2045 or meltzoff@uw.edu. Image available of the apparatus used in the experiment.
This comment is not politically correct. If you want politically correct, stop reading. Children, especially boys, need positive male role models. They don’t need another “uncle” or “fiancée” who when the chips are down cashes out. By the way, what is the new definition of “fiancée?” Is that someone who is rented for an indefinite term to introduce the kids from your last “fiancée” to? Back in the day, “fiancée” meant one was engaged to be married, got married and then had kids. Nowadays, it means some one who hangs around for an indeterminate period of time and who may or may not formalize a relationship with baby mama. Kids don’t need someone in their lives who has as a relationship strategy only dating women with children because they are available and probably desperate. What children, especially boys, need are men who are consistently there for them, who model good behavior and values, and who consistently care for loved ones. They don’t need men who have checked out of building relationships and those who are nothing more than sperm donors.
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