The DOI matches its Crossref record; 187 of the 187 references it cites were found in a registry or an index.
Socioeconomic disadvantage and child development
Abstract
Recent research consistently reports that persistent poverty has more detrimental effects on IQ, school achievement, and socioemotional functioning than transitory poverty, with children experiencing both types of poverty generally doing less well than never-poor children. Higher rates of perinatal complications, reduced access to resources that buffer the negative effects of perinatal complications, increased exposure to lead, and less home-based cognitive stimulation partly account for diminished cognitive functioning in poor children. These factors, along with lower teacher expectancies and poorer academic-readiness skills, also appear to contribute to lower levels of school achievement among poor children. The link between socioeconomic disadvantage and children's socioemotional functioning appears to be mediated partly by harsh, inconsistent parenting and elevated exposure to acute and chronic stressors. The implications of research findings for practice and policy are considered.
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“As a group, children who experience poverty underperform academically compared to students from higher SES families (McLoyd, 1998; Sirin, 2005).”
From Academic Achievement Trajectories of Homeless and Highly Mobile Students: Resilience in the Context of Chronic and Acute Risk (2013) · cites this paper as McLoyd, 1998
In the citing paper
“a number of studies have definitively linked income poverty and low SES to children’s health and development (McLeod & Shanahan, 1993; McLoyd, 1998).”
From Stress and the development of self-regulation in context (2010) · cites this paper as McLoyd, 1998
In the citing paper
“Although early rearing environments for children differ in many ways from those of rats, the caregiving environment for children facing low SES is more likely than typical home environments to be disorganized and lacking in appropriate stimulation and support, thereby creating conditions that are stressful for children (Evans, 2004; McLoyd, 1998; Repetti, Taylor, & Seeman, 2002).”
From Stress and the development of self-regulation in context (2010) · cites this paper as McLoyd, 1998
Citations
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Metadata
- Authors
- McLoyd, V. C.
- Affiliations
- Duke University (US)
- Corresponding author
- McLoyd, Vonnie C.
- ORCID
- McLoyd, Vonnie C.
- Venue
- American Psychologist
- Published
- 1998-02
- Volume
- 53
- Issue
- 2
- Pages
- 185-204
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W2016679285
- Cited by
- 3,763
- References
- 187
- Citations by year
- 2026: 43 · 2025: 77 · 2024: 79 · 2023: 63 · 2022: 107 · 2021: 119 · 2020: 171 · 2019: 183 · 2018: 159 · 2017: 187 · 2016: 178 · 2015: 181 · 2014: 205 · 2013: 201 · 2012: 228
- FWCI
- 357.83
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Psychologist (publishedVersion)
- PubMed (publishedVersion)
- PubMed
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Food Security and Health in Diverse Populations
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- socioeconomic deprivation, child development, poverty persistence, transitory poverty, IQ, academic performance, social-emotional functioning, perinatal complications, lead exposure, teacher expectations, academic preparation, chronic stress, social policy
- MeSH terms
- Adolescent, Child, Child Development, Developmental Disabilities, Child, Preschool, Humans, Infant, Infant, Newborn, Poverty, Social Adjustment, Social Environment, Social Work, United States
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