Family dynamics and educational outcomes for primary level

This paper aims to quantitatively assess the effects of the decline of family size on the intergenerational transmission of socioeconomic inequality in Ouagadougou, the capital city of Burkina Faso. More specifically, we will seek to ascertain the extent to which children's schooling outcomes vary across families with fewer versus more children, by social class. Does fertility limitation appear to be as viable (successful) a strategy for poorer families as for richer ones and, if so, might the decline in family size act to reduces the intergenerational transmission of inequality over the long-term? Data are from the DEMTREND survey that focused on children’s work and schooling behavior- on parents and also on grand-parents-, based on a subsample of the Ouagadougou DSS -, based on a subsample of the Ouagadougou DSS, which longitudinally follows a population of approximately 85000 in five neighborhoods in the capital city of Burkina Faso. This work will help us to know how demographic changes (family size and family composition) impact the transmission of social inequalities over three generations.

The national education system in Indonesia has been polluted by various problems with which affects negatively to many students. The students have become the victims of that various problems in which no satisfactory solution have been provided yet. This various problems in the current national education system have lead concerned family to look for alternative education system that can meet the needs of their children better. One of the alternative systems is homeschooling. The purpose of this paper is to in-depth study the role of family as the central of child’s learning under homeschooling. As explained above, the family or guardian assumes the primary responsibility for the education of their children. Therefore, the writer deems it is important to study that role carefully. This study is conducted using qualitative approach. The data for the purpose of this study is collected from literature reviews, in-depth interview with respondents and participatory observation. This study found family has a significant role for the educational performance of a homeschooler. From the observing the three respondent families, this study found that family who has been supportive to entire learning process of homeschooler is succeed in building the independence and self-esteem of the homeschoolers.

Literature on effects of marital conflict and divorce on child development has long wondered 1) whether divorce followed by parents’ marital conflict exerts distinguishable impacts on children and 2) whether marital conflict is more detrimental to involved children than divorce per se. We address these questions using the Korea Youth Panel Study-Elementary School Students that traced students from 4th grade in 2003 to 8th grade in 2007. Our results indicate 1) that children suffered from parental divorce as well as marital conflict, 2) that the adverse effect seems larger for parental divorce than marital conflict, 3) that there was domain specificity for differential effect of parental divorce by preceding marital conflict, and 4) that children who were under parents’ marital conflict were further disadvantaged if their parents decided to end their marriage.

During the last couple of decades, India has experienced a steady fall in its fertility. Studies exploring the impact of reductions in family size on life choices of young people, including educational outcomes among them are, however, limited in India. Drawing on data obtained from a sub-nationally representative study of youth in India, this paper seeks to examine the associations between declines in family size and educational outcomes among young people. Data from 13,627 and 6,824 young women and men aged 20-24, respectively, are used. Preliminary findings underscore that declines in family size is positively correlated with educational outcomes among young people. Young women and men from households with no/single sibling were more likely to have completed secondary education, and attended the last class regularly. These effects were more apparent in more progressive states than less progressive states.

Numerous studies have found linkage between quality of parents’ relationship and positive outcomes for children. While, most of these findings come from the developed countries, there are a few from developing world that examines the association between parental relationship and youth development. Many of these studies, especially in Indian context, have considered health as an indicator of development. Yet very little research has examined whether this association holds good for other development indicators, for example schooling. Moreover, whether the association varies across various population subgroups, especially among men and women? Drawing on the data from a sub-nationally youth representative study in India, this paper examines how parent-child relation and parental characteristics contribute in better school performance such as school continuation, completion of age-appropriate level of schooling, successful completion of the last class and regular class attendance. Analyses focus on more than 11,000 unmarried men and 17,000 unmarried women aged 15-24 years. Results indicate that the parents’ relationship quality is very consistently and positively associated with a range of schooling outcomes. This association holds for both unmarried young men and women participated in study at national and sub-national levels.

A vast sociological and psychological literature has showed that children from intact and non intact families have different scholastic and behavioural outcomes. This may be due to the different parental investment both in term of money and in term of time spent with the children.
In this paper we investigate whether living with both parents affects the time devoted by children in more formative activities such as reading and studying and in less formative activities such as watching tv or playing video-games with respect to children living with a singlemother. As explanatory variable we consider also the input in terms of time children spend with their parents in doing _human capital accumulating_ activities.
We use data from the Italian Time Use Survey for the year 2008 that contains a detailed time diary for all family members above the age of three.
We concentrate our analysis on children between 5 and 14 year old and we find that having a single mother reduces the time children devote to readying and studying and this effect turns out to be driven by poor single mothers and low educated single mothers, and the time devoted to less formative activities is higher for children with poor or lower educated single mothers.

The objective of this study is to evaluate the impact of receiving Bolsa Familia Program (BFP) on the school performance of Brazilian children and adolescents in different age groups and in different regions of the country. The BFP, created in 2003, benefits about 13 million families in poverty and extreme poverty through direct transfer of income. One of the conditions to receive the benefit is that children between 6 and 17 years old attend schools regularly. The data comes from two sources: an evaluation of the Center for Public Policy and Education Evaluation (CAEd) applied to students in public education and the National Household Sample Survey (PNAD) conducted by the Brazilian Institute of Geography and Statistics (IBGE) both in 2011. After a simulation to estimate the beneficiary families in PNAD, the methodology employed is the Propensity Score Matching that allows comparison of beneficiary families with not beneficiaries ones whose observable characteristics are similar. The results illustrate, by some indicators, the impact of Bolsa Família on the school performance of children and adolescents after nine years of program deployment.

Do parents invest more in sons than in daughters in rural China with strong tradition of son preference and differentiate the educational outcomes across children within families? Prior research suggests that girls have lower educational attainment than boys across families in China. However, existing research primarily relies on sample from urban families with only one child and pays little attention to rural families, normally have more than one child. In addition, sample from one child family is hard to know how parents allocate resources within families, since the only child expectably receives all the resources, but the rural child has to compete with their siblings. Therefore, we have little knowledge about gender differences in educational outcomes in rural China and how parents allocate the resource across children
This research aims to explore the gender differences in educational outcomes and how parents allocate resources within families in rural China by using unique sibling data from the Gansu Survey of Children and Families (GSCF). Preliminary suggests that there is no difference in educational attainment, but sons outscore their sisters in test scores. The next step of this research is going to explore how parental investment reinforces the gender differences in educational performance.

This paper investigates the role that childbearing plays in the failure of teenage girls to complete their schooling in South Africa. Of women aged 20-34, only 33% who gave birth as teenagers had matriculated from Grade 12, compared to 57% of other women. The paper analysed nationally-representative panel data from the National Income Dynamics Study. It focuses on 671 young women aged 15-18 in 2008 who were re-contacted in 2010. Girls’ risk of becoming a mother during these two years was largely unrelated to their home circumstances. Only girls from households in the top 20% of the income distribution were less likely to give birth. What was more important was whether they were already 1+ grades behind at school. While having a baby usually halts girls’ schooling, girls who became mothers were already relatively unlikely to pass the matriculation exam. Moreover, although their socioeconomic background affects the attainment of younger girls, it is unimportant in this age group Thus, even though teenage childbearing limits young women’s life chances in South Africa, it appears to play a limited role in the reproduction of social disadvantage. However, one cannot infer that secondary schooling in South Africa is meritocratic: Lam et al. propose the more depressing conclusion that school attainment is no more than a lottery.

In this paper, we explore the impacts that education expansion and increased levels in educational homogamy have had on couples’ isolated illiteracy rates, defined as the proportion of illiterates in union that are married to an illiterate partner. First, we develop the methodology to decompose isolated literacy rates into two main components: the educational distribution of the spouses and the level of homogamy. Second, we use harmonized international census microdata from IPUMS and Demographic Health Survey data for 73 countries and 217 samples to investigate which of the two components is more important in shaping the level of isolated illiteracy. Our results indicate that the expansion of education has been more powerful than the increases in the tendency toward homogamy in its impact on isolated illiteracy rates. As the percentage of illiterates decreases over time, an increasingly large proportion of them marry literate individuals, showing that opportunities for intermarriage among illiterates expand d espite the strengthening of homogamy.