Mexican‐Origin Adolescent Mothers’ Economic Contexts, Educational Re‐Engagement, and Their Children’s School Readiness

Drawing on data from a longitudinal study of 204 Mexican‐origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re‐engagement and attainment beginning during their pregnancy and ending when their child was 5 years o...

Full description

Saved in:
Bibliographic Details
Published in:Child development 2021-07, Vol.92 (4), p.e513-e530
Main Authors: McDermott, Elana R., Jahromi, Laudan B., Umaña‐Taylor, Adriana J., Martinez‐Fuentes, Stefanie, Jones, Shandra M., Updegraff, Kimberly A.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic readiness
Adolescent mothers
Adolescents
Child Development
Children
Correlation
Early Parenthood
Economic Factors
Educational Attainment
Emotional Development
Emotions
Families & family life
Family Income
Mexican Americans
Mothers
Pregnancy
Preschool Children
Reentry Students
School Readiness
Social Development
Teenage parents
Teenagers
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Drawing on data from a longitudinal study of 204 Mexican‐origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re‐engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers’ educational re‐engagement and attainment and their children’s academic and social‐emotional outcomes. Findings detailed adolescent mothers’ re‐engagement in school after the birth of their child and revealed that family income during adolescents’ pregnancies was directly associated with re‐engagement and attainment, and also initiated cascade effects that shaped adolescents’ economic contexts, their subsequent re‐engagement and attainment, and ultimately their children’s academic and social‐emotional outcomes at age 5.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.13514