Ressler Robert, Smith Chelsea, Cavanagh Shannon, Crosnoe Robert
PhD Candidate, Graduate Student, Department of Sociology, Population Research Center, University of Texas at Austin. 512-270-1404.
PhD Candidate, Graduate Student, Department of Sociology, Graduate Student Trainee, Population Research Center, University of Texas at Austin. 314-443-4463.
J Marriage Fam. 2017 Feb;79(1):94-109. doi: 10.1111/jomf.12374. Epub 2016 Oct 20.
U.S. schools often expect the educational involvement of parents, which may be facilitated when parents have partners, especially a partner also invested in the child. As such, parental involvement at school and at home could be a channel of the diverging destinies of U.S. children from different families. This study applied fixed effects modeling to the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to examine the link between mothers' union statuses and their involvement behaviors. Being partnered appeared to benefit mothers' school and home involvement when children were in the primary grades, with little evidence of an additional benefit from that partnership being marital. A biological tie between the male partner and the child only seemed to matter for mothers' school involvement. These patterns did not vary by family income, maternal depression, or maternal employment, but they were stronger when children were just beginning schooling.
美国学校通常期望家长参与教育，当家长有伴侣时，这一点可能会更容易实现，尤其是伴侣也关注孩子的情况下。因此，家长在学校和家中的参与程度可能是美国不同家庭孩子命运分化的一个渠道。本研究对儿童早期纵向研究——幼儿园队列（ECLS-K）应用固定效应模型，以检验母亲的婚姻状况与其参与行为之间的联系。当孩子处于小学阶段时，有伴侣似乎有利于母亲参与学校和家庭事务，几乎没有证据表明这种伴侣关系带来的额外益处在于婚姻关系。男性伴侣与孩子之间的血缘关系似乎仅对母亲参与学校事务有影响。这些模式不因家庭收入、母亲抑郁状况或母亲就业情况而有所不同，但在孩子刚入学时表现得更为明显。
