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The value of family routines for adolescent academic success in low-income, urban neighborhoods

The value of family routines for adolescent academic success in low-income, urban neighborhoods Kathleen M. Roche Johns Hopkins Bloomberg School of Public Health Sharon R. Ghazarian Johns Hopkins School of Medicine

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The value of family routines for adolescent academic success in low-income, urban neighborhoods

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  1. The value of family routines for adolescent academic success in low-income, urban neighborhoods Kathleen M. Roche Johns Hopkins Bloomberg School of Public Health Sharon R. Ghazarian Johns Hopkins School of Medicine Paper presentation for 2nd Annual LEAH Health Disparities Conference, December 4, 2009

  2. Background • Longstanding concern regarding urban poverty has led to research documenting ways in which low-income, urban youth and families experience risk and adversity • Overshadows positive adaptation of poor, urban youth and their families • Academic success during adolescence provides critical foundation for positive youth transitions into work, family, civic life Leventhal & Brooks-Gunn, 2000; Jencks & Peterson, 1991 Lerner, Phelphs, Forman & Bowers, 2009 Crosnoe & Elder, 2004; Obradovic & Masten, 2007

  3. Background • Present study consider how positive family social processes, namely family routines, shape the academic success of adolescents in poor central city neighborhoods

  4. Value of Family Routines • Regularity in rhythms of daily family life benefit youth by providing structure, family cohesion, and behavioral regulation, and sense of family identity • Permanence and stability especially valuable for youth faced with family economic uncertainty, social contextual stress & developmental change Boyce, Jensen, James, & Peacock, 1983; Fiese & Kline, 1993

  5. Value of Family Routines • Routines research mostly focuses on families with young children • Small number of studies with adolescents find that stressors associated with fewer routines and, in turn, with adverse adolescent adjustment Brody & Flor, 1997; Evans, Gonnella, Marcynyszyn, Gentile, & Salpekar, 2005; Koblinsky, Kuvalanka, & Randolph, 2006; Sytsma, Kelley, & Wymer, 2001; Wildenger, McIntyre, Fiese, & Eckert, 2008 Hair, Moore, Garrett, Ling, & Cleveland, 2008;McLoyd, Toyokawa, & Kaplan, 2008; Prelow, Loukas, & Jordan-Green, 2007; Taylor et al. 2004)

  6. Conceptual Framework Family Routines Academic Achievement Academic Achievement Grades in School Family Routines Educational Aspirations Educational Aspirations Late Adolescence Early Adolescence Middle Adolescence

  7. Conceptual Framework Family Routines Academic Achievement Academic Achievement Academic Achievement Grades in School Family Routines Educational Aspirations Educational Aspirations Educational Aspirations Late Adolescence Early Adolescence Middle Adolescence

  8. Conceptual Framework Family Routines Academic Achievement Academic Achievement Academic Achievement Grades in School Family Routines Educational Aspirations Educational Aspirations Educational Aspirations Late Adolescence Early Adolescence Middle Adolescence

  9. Conceptual Framework Family Routines Academic Achievement Academic Achievement Academic Achievement Grades in School Family Routines Educational Aspirations Educational Aspirations Educational Aspirations Late Adolescence Early Adolescence Middle Adolescence

  10. Theoretical Background Life course • Resilience Urban poverty • Positive adaptation in face of adversity • Social connections • Developmental timing Arenas of Comfort • Context of stability valuable for youth faced with significant developmental change Call & Mortimer 2001 Elder, 1998; Luthar , Ciccheti & Becker , 2001

  11. Methods • “Welfare, Children and Families: A Three City Study” (Boston, Chicago, San Antonio) • 1,147 mother-adolescent pairs in low-income families, urban neighborhoods • Interviewed at Time 1: 1999 Time 2: 2000/1(88%) Time 3: 2005/06(84%)

  12. Family Routines Measure How much are the following things a routine in the family? • Time during day / evening when everyone talks or plays quietly; • Children do homework at same time of day / night; • Children go to bed at the same time at night; • Family eats dinner at the same time each night • At least some of the family eats breakfast together in the morning (4- point Likert response “almost never” to “always”) α = .68

  13. Academic Success Measures • Academic Achievement Woodcock-Johnson Applied Problems Scores • Educational Aspirations Youth report: “How far do you expect to go in school?” (1 to 7: not finish high school to professional degree) • Grades in School Youth report of grades on last report card… (1 to 8: “Mostly Failing” to “Mostly As”)

  14. Background Variables • Age, Gender, Race/ethnicity (90% African American & Latino), Family Structure (66% Mother only), Household income-to-needs ratio • Mother-child closeness, Maternal psychological distress

  15. Analytic Plan 1. Longitudinal structural equation modeling (Mplus 5.21) 2. Missing data imputed using FIML procedures 3. Mediation tested using bootstrapping methodology (Preacher & Hayes, 2008)

  16. Family routines Family routines Academic achievement Academic achievement Early Adolescence Middle Adolescence Late Adolescence .09** .09* n.s. n.s. Expectations for schooling .16*** Expectations for schooling .25*** Expectations for schooling .12*** School grades .09** School grades .11*** .54*** Academic achievement Model fit statistics: χ2 (729) = 1235.24; CFI = .92 RMSEA = .025 (90% CI: .021, .027)

  17. Summary • Family routines may set adolescents on a course of academic success during early phases of adolescence … early success benefits youth into late adolescence Academic success Academic success Family routines Early Adolescence Middle Adolescence Late Adolescence

  18. Summary • Benefits of routines emerged across diverse indicators of academic success Academic Achievement Scores Self-reported grades in school Expectations for educational attainment

  19. Summary • Routines in middle adolescence unrelated to later changes in academic success Stability especially salient during time of rapid developmental change … “arenas of comfort” Early adolescents primed to reap benefits of routines due to salience of achievement to identity during transition into adolescence family influences stronger in early adolescence … “life course theory-developmental timing”

  20. Future Research • Identify mechanisms… Self-regulation Sense of safety & predictability Family Routines Enhanced family cohesion, identity Affiliation with prosocial peers

  21. Conclusions • Although Family Routines largely overlooked in literature on family processes pertaining to adolescents, in many ways represents ideal integration of the two dominant parenting constructs: Support & Behavioral Control

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