Mediators of the Relation of Family Income with Adolescent Behavior Problems and Cognitive Achievement: Material Hardship, Parent Distress and Parent Support.

Structural equation modeling (SEM) with longitudinal survey data was used to test a proposed developmental model of the association of family income (with children aged 6-9) to parent behaviors (for children at 10 years of age) and adolescent cognitive achievement and behavior problems (at age 15). Data from the Child Development Supplement (CDS) and Panel Study of Income Dynamics (PSID) provided a representative US sample ( = 953). The SEM measurement model of parent behaviors showed two robust latent variables representing parent distress (based on two measures) and parent support (composed of four measures of parent investment, cognitive stimulation, emotional warmth, and educational expectations for the child).

Heterogeneous treatment effects on Children's cognitive/non-cognitive skills: A reevaluation of an influential early childhood intervention.

The 1962-67 High/Scope Perry Preschool Program, a well-known experimental early childhood intervention study that provided quality preschool education to disadvantaged children, has been shown to have had positive impacts on early child development and on a variety of adulthood outcomes. However, most previous analyses have only examined average treatment effects across all program participants without exploring possible effect heterogeneity by children's background characteristics. We investigated this question by first using the 1964-65 Current Population Survey data in combination with the Perry data to construct a scale of child socioeconomic status based on the estimated propensity for inclusion in the Perry program, then analyzing effect heterogeneity within the Perry sample by strata of our socioeconomic scale.

Between- and Within-Occupation Inequality: The Case of High-Status Professions.

In this chapter, we present analyses of the roles of education and occupation in shaping trends in income inequality among college-educated workers in the U.S., drawing data from two sources: (1) the 1960-2000 U.

Selling Gender: Associations of Box Art Representation of Female Characters With Sales for Teen- and Mature-rated Video Games.

Content analysis of video games has consistently shown that women are portrayed much less frequently than men and in subordinate roles, often in "hypersexualized" ways. However, the relationship between portrayal of female characters and videogame sales has not previously been studied. In order to assess the cultural influence of video games on players, it is important to weight differently those games seen by the majority of players (in the millions), rather than a random sample of all games, many of which are seen by only a few thousand people.