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We examine the cumulative effects of mothers’ and grandparents’ institutionalized cultural capital (educational credentials) on parenting approaches and children’s educational outcomes to determine if degree attainment in one generation equalizes educational advantages for children. Using data on kindergarteners, first-graders, and their mothers from the 1998 to 1999 Early Childhood Longitudinal Study, we find minor differences in parenting approaches: When grandparents and mothers all have college degrees (Continuing-Generation), children are involved in more activities and have more books at home; however, school involvement is similar whether mothers have more education than their parents (First-Generation) or are Continuing-Generation. There are no differences between children of First- or Continuing-Generation mothers in how they are rated for effort by teachers. Differences in first-grade math achievement scores between children of First- and Continuing-Generation mothers disappear once controlling for parenting approaches. However, significant differences remain between the groups in how teachers rate the children’s language and literacy skills, even after controlling for parenting approaches. These findings imply that attaining a college degree may not benefit the children of First-Generation mothers to the same extent that it does the children of Continuing-Generation mothers for some academic outcomes. Moreover, children whose mothers and grandparents have only high school diplomas are at a disadvantage compared to children of First-Generation mothers for first grade math achievement and language and literacy ratings, as well as for growth in these outcomes between kindergarten and first grade.

This study aims to critically evaluate the trajectory of the “Child First” guiding principle for youth justice in England and Wales, which challenges adult-centric constructions of children (when they offend) as “threatening” and asserts a range of theoretical and principled assumptions about the nature of childhood and children’s evolving capacity.

Focussing on how Child First seeks to transcend the socio-historically bifurcated (polarised/dichotomised) thinking and models/strategies/frameworks of youth justice, this study examines the extent and nature of this binary thinking and its historical and contemporary influence on responses to children’s offending, latterly manifested as more hybridised (yet still discernibly bifurcated) approaches.

Analyses identified an historical and contemporary influence on bifurcated responses to offending by children in the United Kingdom/England and Wales, subsequently manifested as more hybridised (yet still discernibly bifurcated) approaches. Analyses also identified a contemporary, progressive challenge to bifurcated youth justice thinking, policy and practice through the “Child First” guiding principle.

By tracing the trajectory of Child First as an explicit, progressive challenge to previous youth justice thinking and formal “approaches”, to the best of the authors’ knowledge, they are the first to question whether, in taking this approach, Child First represents a clean break with the past, or is just the latest in a series of strategic realignments in youth justice seeking to resolve inherent tensions between competing constructions of children and their behaviour.

This paper aims to explore how peer support can support a combined Child First, trauma-informed and restorative approach for youth justice. While other scholars have identified clashes between these approaches, particularly between Child First and restorative approaches, a focus on reparative practice with peers has been under-explored as a more child-centred model for reparation-focused work.

We draw on qualitative data from interviews and surveys undertaken with young people and parents/caregivers in a London youth offending service (YOS). The data was part of a broader mixed-methods study in the YOS that used observational methods alongside surveys and interviews to evaluate the effectiveness of its model of practice. Peer support emerged as a theme.

Participants expressed the desire to see young people working and volunteering in the YOS and felt this would help make it a safe and non-threatening space. Young people who had completed their time with the YOS saw themselves as role models with the insight and skills to support others. These young people expressed a strong desire to work in the YOS and, in some cases, to develop long-term careers supporting young people.

Our research challenges the notion that young people who have been involved in crime struggle to empathise, providing rich examples of their empathic understanding for peers. Peer support opportunities could offer a reconceptualisation of restorative practice that is Child First and trauma-informed. Such opportunities would benefit both the young people being supported and those offering support, building a co-produced approach that is directly informed by the expressed needs and desires of the young people.

Virtually all parents want their children to succeed academically. How to achieve this goal, though, is far from clear. Specifically, the temporal spacing between adjacent births has been shown to affect educational outcomes. While many of these studies have produced substantial and statistically significant results, these results have been relatively narrow in their application due to data limitations. Using Colorado birth certificates matched to schooling outcomes, we investigate the relationship between birth spacing and educational attainment. We instrument birth spacing with a previous pregnancy that did not result in a live birth. We find no overall effect of spacing on either the first or second children’s grade 3–10 test scores. Stratifying by the sexes of the children, we find that when the first child is a boy and the second a girl, an extra year of spacing increases the first child’s math, reading, and writing test scores by 0.07–0.08 SD, while there is no impact on the second child. This is the first study to do such an analysis using matched large-scale birth and elementary to high school administrative data, and to leverage a very large dataset to stratify our results by the sexes of the children.

The purpose of this paper is to examine the effect of timing of first childbirth on the child wage-penalty experienced by working mothers in Japan. There is an increasing age of first childbirth and increasing labor force participation rate of Japanese women: does it indicate that the presence of children causes women to pay a high price for motherhood?

This study estimates regression equations explaining the labor wages of working women, using a longitudinal data set from the Japan Household Panel Survey (the JHPS/KHPS 2004–2015). The fixed-effect method is utilized to control the bias that results from unobserved individual-specific characteristics.

The results indicate that having children negatively affects the wages of Japanese women. However, there is no variation in the child wage-penalty between early child bearers (age 27 years or younger) and late child bearers (older than 27 years). In addition, an additional year of post-birth work experience contributes equally to an additional year of pre-birth work experience on wage gains. These findings remain robust with an alternate cut-off age of 30-years old.

There is no previous study that relates the timing of the first birth to the motherhood wage-penalty in Japan. This study indicates that the timing of childbirth does not seem to be an important factor in the improvement of women’s labor wages. Thus, delaying childbirth may not be an optimal birth timing to maximize the lifetime earnings of Japanese women, especially for those who are career-minded.

Although the theoretical trade-off between the quantity and quality of children is well established, empirical evidence supporting such a causal relationship is limited. This chapter applies a recently developed nonparametric estimator of the conditional local average treatment effect to assess the sensitivity of the quantity–quality trade-off to functional form and parametric assumptions. Using data from the Indonesia Family Life Survey and controlling for the potential endogeneity of fertility, we find mixed evidence supporting the trade-off.

This paper aims to use the age of a child when pocket money is first received, a savings account is first opened and financial discussions between parent and child commence as factors to assess financial socialisation of children by parents in the home. The impacts on financial knowledge, attitudes and behaviour of young teenagers of each of the three age-related variables mentioned above were then examined.

Using a questionnaire, data were collected from a sample of 1,247 14 and 15 year olds. Regressions were run to calculate how the ages children first received pocket money, had a savings account and started having financial discussions with parents correlated with impulsive spending behaviour, financial quiz scores, saving intentions and whether parents were seen as role models.

Financial discussions between parent and child were found to be an important influence on future financial knowledge, attitudes and behaviour. In addition, savings accounts can provide young teenagers with access to funds, which could be spent unwisely without associated financial awareness. Financial discussion in the home between parent and child was the most influential of the three factors examined. Putting money into a savings account and the giving of pocket money can provide further opportunities to engage in financial socialisation.

Limitations of this study include the self-reported nature of the age variables. Future projects could use social research techniques, such as personal interviews of family members or keeping financial diaries. Rich qualitative data could further inform the findings of the current study.

Educational finance courses should include an objective of incorporating and stimulating financial discussions in the home, as talking about finances appears to be one of the most effective financial socialisation factors for children.

While previous research has identified the process of financial socialisation, the originality of this paper is its examination of the influence of individual financial socialisation factors in the home on financial attitudes, knowledge and behaviour.

The issue of dropout looms large in the context of school education in India despite various flagship programs that have been initiated in school education. According to U-DISE report (2019–2020), girls drop out more than boys at the upper primary level. An analysis of the dropout problem demands probing deeper into intrahousehold dynamics that involves bargaining at the household level on investment decision. These decisions are often influenced by the social context in which the girl child in the family faces discrimination which gets reflected in terms of dropout of girl children. Apart from the issue of gender, birth order also determines which child is more likely to drop out. Using NSSO data (2017–2018), we observe that not all children of a household are equally susceptible to the dropout problem. Moreover, the eldest sibling is found to be more susceptible to the dropout problem and dropout rate goes down with the other younger siblings in the same household. First-born girl children drop out more than their male counterparts showing gender bias. The chapter concludes that the factors pushing a child to drop out become more effective for the eldest sibling. The major reason is the family structure of India as the eldest sibling is expected to be more responsible and look after other younger siblings. Consequently, a certain number of the younger siblings try to follow the elder siblings and discontinue going to school.

This paper shows how a shorter fecundity horizon for females (a biological constraint) leads to age and educational disparities between husbands and wives. Empirical support is based on data from a natural experiment commencing before and ending after China’s 1980 one-child law. The results indicate that fertility in China declined by about 1.2–1.4 births per woman as a result of China’s anti-natalist policies. Concomitantly spousal age and educational differences narrowed by approximately 0.5–1.0 and 1.0–1.6 years, respectively. These decreases in the typical husband’s age and educational advantages are important in explaining the division of labor in the home, often given as a cause for the gender wage gap. Indeed, as fertility declined, which has been the historical trend in most developed countries, husband-wife age and educational differences diminished leading to less division of labor in the home and a smaller gender wage disparity. Unlike other models of division of labor in the home which rely on innately endogenous factors, this paper’s theory is based on an exogenous biological constraint.

Examines the characteristics of young innovators (i.e. those in a group who accept the innovation first, for instance a hula hoop, a mobile phone or a video game) and opinion leaders (i.e. the person in a group who tends to be copied or consulted for advice); the two roles overlap, as child innovators are usually also opinion leaders, but not necessarily the reverse. Explains the Diffusion of Innovations theory, relating it to the adoption by children of new products and behaviours, i.e. their socialisation as consumers; this process involves the stages of awareness, interest, evaluation, test purchase, and adoption. Outlines the characters involved in the generalised theory of Diffusion of Innovations: opinion leaders, innovators, gatekeepers (for instance parents who allow their children to acquire a new product), and change agents (an outsider who gives advice, for instance a teacher). Discusses whether there are generalised innovators and opinion leaders, i.e. whether the same people tend to fulfil these roles in all or most areas. Moves onto a 2003 study of children which surveyed how well the Diffusion of Innovations theory fits them, how much overlap there was among innovators and opinion leaders, and where children got information about new products. Concludes that the Diffusion of Innovations theory does roughly fit child and teenage behaviour; in the adoption process, personal communication plays a dominant role, followed by television and advertising, but mobile phone and SMS messages played almost no role among eight to 12‐year‐olds in communicating information on new products.