Cultural Inputs and Accumulating Inequality in Children’s Reading

Sociologisk Institut

Cultural Inputs and Accumulating Inequality in Children’s Reading: A Dynamic Approach

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Cultural Inputs and Accumulating Inequality in Children’s Reading : A Dynamic Approach. / Blaabæk, Ea Hoppe.

I: European Sociological Review, Bind 38, Nr. 3, 2022, s. 425–439.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Blaabæk, EH 2022, 'Cultural Inputs and Accumulating Inequality in Children’s Reading: A Dynamic Approach', European Sociological Review, bind 38, nr. 3, s. 425–439. https://doi.org/10.1093/esr/jcab056

APA

Blaabæk, E. H. (2022). Cultural Inputs and Accumulating Inequality in Children’s Reading: A Dynamic Approach. European Sociological Review, 38(3), 425–439. https://doi.org/10.1093/esr/jcab056

Vancouver

Blaabæk EH. Cultural Inputs and Accumulating Inequality in Children’s Reading: A Dynamic Approach. European Sociological Review. 2022;38(3):425–439. https://doi.org/10.1093/esr/jcab056

Author

Blaabæk, Ea Hoppe. / Cultural Inputs and Accumulating Inequality in Children’s Reading : A Dynamic Approach. I: European Sociological Review. 2022 ; Bind 38, Nr. 3. s. 425–439.

Bibtex

@article{d6e07a7e5e84455b833fd8bf6840f978,

title = "Cultural Inputs and Accumulating Inequality in Children{\textquoteright}s Reading: A Dynamic Approach",

abstract = "Previous research shows that children from socioeconomically advantaged families read more than children from less advantaged homes. This article studies how inequality in the amount that children read accumulates across childhood and the extent to which this inequality depends on the cultural inputs parents provide. Additionally, the article studies whether children{\textquoteright}s or parents{\textquoteright} cognitive ability moderates the effect of cultural inputs. Based on a Dynamic Panel Data Model and data from the National Longitudinal Survey of Youth 1979—Children and Young Adults Supplement, I find that the amount that children read depends on both the cultural inputs they currently receive, but also on those inputs received in previous years (which shaped how much they read in previous years). This cross-time accumulation, coupled with a socioeconomic gradient in the levels of cultural inputs parents provide, leads to growing inequality in children{\textquoteright}s reading. I do not find that cultural inputs are more effective in encouraging children with higher ability or children of mothers with higher ability to read more.",

author = "Blaab{\ae}k, {Ea Hoppe}",

year = "2022",

doi = "10.1093/esr/jcab056",

language = "English",

volume = "38",

pages = "425–439",

journal = "European Sociological Review",

issn = "0266-7215",

publisher = "Oxford University Press",

number = "3",

}

RIS

TY - JOUR

T1 - Cultural Inputs and Accumulating Inequality in Children’s Reading

T2 - A Dynamic Approach

AU - Blaabæk, Ea Hoppe

PY - 2022

Y1 - 2022

N2 - Previous research shows that children from socioeconomically advantaged families read more than children from less advantaged homes. This article studies how inequality in the amount that children read accumulates across childhood and the extent to which this inequality depends on the cultural inputs parents provide. Additionally, the article studies whether children’s or parents’ cognitive ability moderates the effect of cultural inputs. Based on a Dynamic Panel Data Model and data from the National Longitudinal Survey of Youth 1979—Children and Young Adults Supplement, I find that the amount that children read depends on both the cultural inputs they currently receive, but also on those inputs received in previous years (which shaped how much they read in previous years). This cross-time accumulation, coupled with a socioeconomic gradient in the levels of cultural inputs parents provide, leads to growing inequality in children’s reading. I do not find that cultural inputs are more effective in encouraging children with higher ability or children of mothers with higher ability to read more.

AB - Previous research shows that children from socioeconomically advantaged families read more than children from less advantaged homes. This article studies how inequality in the amount that children read accumulates across childhood and the extent to which this inequality depends on the cultural inputs parents provide. Additionally, the article studies whether children’s or parents’ cognitive ability moderates the effect of cultural inputs. Based on a Dynamic Panel Data Model and data from the National Longitudinal Survey of Youth 1979—Children and Young Adults Supplement, I find that the amount that children read depends on both the cultural inputs they currently receive, but also on those inputs received in previous years (which shaped how much they read in previous years). This cross-time accumulation, coupled with a socioeconomic gradient in the levels of cultural inputs parents provide, leads to growing inequality in children’s reading. I do not find that cultural inputs are more effective in encouraging children with higher ability or children of mothers with higher ability to read more.

U2 - 10.1093/esr/jcab056

DO - 10.1093/esr/jcab056

M3 - Journal article

AN - SCOPUS:85131963139

VL - 38

SP - 425

EP - 439

JO - European Sociological Review

JF - European Sociological Review

SN - 0266-7215

IS - 3

ER -

ID: 285947554