Family Structure and Children’s SocioeconomicAttainment: A Canadian Sample
Bibliographic record
Abstract
With the proliferation of different family forms in many western countries over the last few decades, research investigating the influence of family structure on children's socioeconomic status attainment has expanded dramatically, especially in the United States. The purpose of this study was to estimate the relative influence of family structure, maternal resources, and family mental health on predicting socioeconomic attainment in young adulthood. Data for this study were derived from a case-comparison, three-wave panel study of single-parent, and two-parent families living in London, Ontario, with interviews conducted in 1993 (wave 1), 1994 (wave 2), and between 2005 and 2008 (wave 3). There were virtually no differences in status attainment by family structure. Unexpectedly, however, we found that children raised in temporally stable single-parent families, and those whose mothers transitioned from a single-parent family to a two-parent family had higher socioeconomic status occupations for their longest job held than did children raised in temporally stable two-parent families. Maternal education was positively related to the likelihood that children would graduate from college/university. For those concerned with social policy, this implies that greater attention ought to be paid to addressing disparities in education and family income than to concerns with the kinds of families in which children grow up.\nAvec la prolifération de différentes formes de familles dans plusieurs pays occidentaux depuis quelques décennies, la recherche sur l'influence de la structure da la famille sur l'acquisition de statu socioéconomique des enfants s'est dramatiquement élargie, surtout aux Etats-Unis. L'intention de cette étude était d'estimer l'influence relative de la structure de famille, les ressources maternelles et la santé mentale de la famille sur la prédiction d'acquisition socioéconomique d'un jeune adulte. Les données de cette étude résultent d'une comparaison de cas, sur un échantillonnage de 3 séries de familles monoparentales et de familles à 2 parents vivant à London, Ontario, avec des entrevues réalisées en 1993 (série 1), 1994 (série 2) et entre 2005 et 2008 (série 3). Il n'y a avait virtuellement pas de différence d'acquisition de statu par structure de famille. De manière inattendue, cependant, nous avons établis que les enfants élevés de par des familles monoparentales stables dans le temps, ainsi que ceux dont la mère avait opéré une transition d'une structure monoparentale vers une structure à 2 parents, occupaient des fonctions d'un statu socioéconomique plus élevé durant leur période d'emploi la plus longue comparés aux enfants élevés dans des familles à 2 parents stables dans le temps. L’éducation maternelle était positivement liée à la probabilité que les enfants obtiendraient un diplôme d'un niveau post-secondaire (collège / université). Pour ceux concernés par les politiques sociales, cela induit qu'une plus grande attention devrait être accordée à la disparité entre l’éducation et les revenus de la famille plutôt que de s'attarder sur les types de famille dans lesquelles les enfants grandissent.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".