Hogan Dennis P, Shandra Carrie L, Msall Michael E
Population Studies and Training Center, Brown University, 68 Waterman Street, Providence RI 02912, USA.
J Adolesc. 2007 Dec;30(6):1001-19. doi: 10.1016/j.adolescence.2007.02.004. Epub 2007 Apr 18.
This paper investigates how the learning environments and family dynamics differ if households have a child with a disability or a parent with a disability. Using data from the National Longitudinal Survey of Youth 1997, results indicate that children with disabilities experience similar learning environments as other children, but have somewhat weaker relationships with their parents. In two-parent families, maternal disability lowers parents' school involvement and is associated with a less enriching home environment. Paternal disability reduces maternal monitoring and positive family activities possibly because mothers divert care-giving resources from their children to their male partners. Children in mother-headed households experience learning environments and family dynamics that are similar regardless of their own disability status or that of their mothers, but these outcomes are markedly inferior to those of children growing up in two-parent households. Future research on adolescent development should consider the disability status of children and parents, with particular attention to patterns of gendered care-giving in American families.
本文研究了如果家庭中有残疾儿童或残疾父母，学习环境和家庭动态会有怎样的不同。利用1997年全国青年纵向调查的数据，结果表明残疾儿童与其他儿童经历的学习环境相似，但与父母的关系略显薄弱。在双亲家庭中，母亲残疾会降低父母对学校事务的参与度，并与家庭环境不够丰富有关。父亲残疾会减少母亲的监督和积极的家庭活动，这可能是因为母亲将照顾资源从孩子转移到了男性伴侣身上。由母亲当家的家庭中的孩子，无论自身或母亲的残疾状况如何，所经历的学习环境和家庭动态都相似，但这些结果明显不如在双亲家庭中成长的孩子。未来关于青少年发展的研究应考虑儿童和父母的残疾状况，尤其要关注美国家庭中性别化照顾模式。
