Svanum S, Bringle R G, McLaughlin J E
Child Dev. 1982 Feb;53(1):136-43.
The effects of father absence on educational achievement and intellectual development of 6-11-year-old children were investigated by employing a nationally representative sample of 5,493 father-present and 616 father-absent children from the Health Examination Survey of the National Center for Health Statistics. Scores on the WISC and the WRAT were significantly depressed for father-absent white children. Father-absent black children evidenced a decreased test performance only on measures of achievement. All decrements were small and accounted for approximately 1% of the variance. Following statistical control for SES, we associated no decrements with the father's absence/presence, and in some instances, small but significant increments were found to be associated with children from fatherless families. The role of SES in father absence is discussed, and the request for a paradigmatic shift in research in the area of father absence is reiterated.
通过使用来自国家卫生统计中心健康检查调查的具有全国代表性的样本，包括5493名有父亲陪伴的儿童和616名无父亲陪伴的儿童，研究了父亲缺失对6至11岁儿童教育成就和智力发展的影响。无父亲陪伴的白人儿童在韦氏儿童智力量表（WISC）和广泛成就测验（WRAT）上的得分显著降低。无父亲陪伴的黑人儿童仅在成就测量方面表现出测试成绩下降。所有下降幅度都很小，约占方差的1%。在对社会经济地位（SES）进行统计控制后，我们发现父亲的缺失/存在与成绩下降无关，在某些情况下，发现来自无父家庭的儿童有小但显著的成绩提高。讨论了社会经济地位在父亲缺失中的作用，并重申了在父亲缺失领域研究中进行范式转变的要求。
