The impact of mothers' assets and education on children's educational achievement in female-headed households.

摘要

Although much research has been conducted on the impact of parents' economic resources and education on their children's educational achievement, little has been studied about the mechanism through which parental resources have such effects, the effects of parental assets, and such effects in low-income families. Based on the economic deprivation perspective and the socialization perspective, this study examines the direct effects of mothers' assets and education on children's educational achievement, and their indirect effects through mothers' expectations of and time spent with their children, in female-headed households.; Using data from the National Survey of Families and Households (NSFH), a total of 1,138 children from female-headed households were included for analysis. The dependent variables included children's school performance, academic performance, and high school graduation. The independent variables were mothers' assets (home ownership and savings) and educational status. The mediating variables included mothers' expectations of their children's educational achievement, and their time spent with their children. OLS regression and logistics regression analyses were performed to test the hypotheses.; The results indicate that mothers' home ownership had significant impact on children's academic performance. Mothers' savings had significant impact on children's school performance and the probability of children's high school graduation. Mothers' education had significant effects on children's academic performance and the probability of children's high school graduation. Mothers' home ownership, savings and education also had significant effects on their expectations of children's educational achievements and time spent with older children. Mothers' expectations had significant impact on the three measures of children's educational achievement. It also mediated the relationship between mothers' assets and education and children's outcomes. Mothers' time spent with children did not have significant direct effects or mediating effects on children's educational achievements. Implications of the findings to future research, to policies, and to social work practice are discussed.