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Structural equation modeling (SEM) with longitudinal survey data was used to test a proposed developmental model of the association of family income (with children aged 6–9) to parent behaviors (for children at 10 years of age) and adolescent cognitive achievement and behavior problems (at age 15). Data from the Child Development Supplement (CDS) and Panel Study of Income Dynamics (PSID) provided a representative US sample (n = 953). The SEM measurement model of parent behaviors showed two robust latent variables representing parent distress (based on two measures) and parent support (composed of four measures of parent investment, cognitive stimulation, emotional warmth, and educational expectations for the child). The SEM structural model indicated that the relation between average family income between 1998 and 2001 for young children (ages 6–9) and adolescent cognitive achievement and behavior problems in 2007 (age 15) was almost entirely mediated by parent distress, parent support and material hardship, all measured in 2002. Results suggested that the structural model was strongest (RMSEA = .08) when all three mediating variables were included. These results provide a clearer picture of the developmental mechanisms by which family income becomes associated with adolescent cognitive achievement and behavior problems over time.

The share of children living with grandparents has increased in recent years. Previous studies have examined how time with grandparents is associated with child well-being, but we know little about how grandparents fare in their time with grandchildren. We used diary data from the American Time Use Study (ATUS) to examine the association between grandparents’ time in activities with grandchildren and multiple measures of their subjective well-being in those activities. We used a subsample of co-residential grandparents from the American Time Use Study (N = 868 individuals; 2474 activities), paying close attention to potential differences between three-generational families (those with parents, grandparents and grandchildren living together) and grandfamilies (which do not include the parent generation). We examined subjective well-being (happiness, meaning, sadness, tiredness and stress) in relation to family type (three-generational or grandfamily) and grandchild presence during the activity, as well as other characteristics of the activity (e.g., type of activity, duration, etc.) and of the grandparent (i.e., demographic variables). This is the first study to address grandparent SWB as affective response to activities in relation to presence of grandchildren during those activities. Results of multilevel models show that grandparents living with their grandchildren experienced more happiness and more meaningfulness when they engaged in activities with their grandchildren compared to spending time alone or with other people. This relationship was partially moderated by family type, such that grandfamily grandparents experienced less happiness in time with grandchildren than alone, relative to grandparents in three-generational families.

The 1962–67 High/Scope Perry Preschool Program, a well-known experimental early childhood intervention study that provided quality preschool education to disadvantaged children, has been shown to have had positive impacts on early child development and on a variety of adulthood outcomes. However, most previous analyses have only examined average treatment effects across all program participants without exploring possible effect heterogeneity by children’s background characteristics. We investigated this question by first using the 1964–65 Current Population Survey data in combination with the Perry data to construct a scale of child socioeconomic status based on the estimated propensity for inclusion in the Perry program, then analyzing effect heterogeneity within the Perry sample by strata of our socioeconomic scale. We found that the treatment effects of enrollment in the Perry preschool on cognitive and non-cognitive skills were much larger and more persistent among the most disadvantaged children than among others in the Perry program. Furthermore, among the most disadvantaged children, the treatment (i.e., preschool enrollment) affects later outcomes through a reinforcement mechanism of skill development (i.e., early cognitive gain leads to a non-cognitive gain, which in turn leads to later cognitive gain) and a sequential improvement of cognitive skills over time. These findings have important implications for the evaluation of policy interventions in early child development using experimental data.

In this article, we present analyses of the roles of education and occupation in shaping trends in income inequality among college-educated workers in the United States, drawing data from two sources: (1) the 1960–2000 U.S. Censuses and (2) the 2006–2008 three-year American Community Survey. We also examine in detail historical trends in between-occupation and within-occupation income inequality for a small set of high-status professionals, with focused attention on the economic well-being of scientists. Our research yields four findings. First, education premiums have increased. Second, between-occupation and within-occupation inequality increased at about the same rates for college graduates, so that the portion of inequality attributable to occupational differences remained constant. Third, scientists have lost ground relative to other similarly educated professionals. Fourth, trends in within-occupation inequality vary by occupation and education, making any sweeping summary of the roles of education and occupation in the overall increase in income inequality difficult.

Content analysis of video games has consistently shown that women are portrayed much less frequently than men and in subordinate roles, often in “hypersexualized” ways. However, the relationship between portrayal of female characters and videogame sales has not previously been studied. In order to assess the cultural influence of video games on players, it is important to weight differently those games seen by the majority of players (in the millions), rather than a random sample of all games, many of which are seen by only a few thousand people. Box art adorning the front of video game boxes is a form of advertising seen by most game customers prior to purchase and should therefore predict sales if indeed particular depictions of female and male characters influence sales. Using a sample of 399 box art cases from games with ESRB ratings of Teen or Mature released in the US during the period of 2005 through 2010, this study shows that sales were positively related to sexualization of non-central female characters among cases with women present. In contrast, sales were negatively related to the presence of any central female characters (sexualized or non-sexualized) or the presence of female characters without male characters present. These findings suggest there is an economic motive for the marginalization and sexualization of women in video game box art, and that there is greater audience exposure to these stereotypical depictions than to alternative depictions because of their positive relationship to sales.