Financial Stress, Family Conflict, and Youths' Successful Transition to Adult Roles

We analyze the effect of mothers' and youths' reports of family financial stress and conflict on youths' transitions into adult roles. We find that mothers’ reports of financial stresses and borrowing constraints are associated with earlier transitions to inactivity and public assistance, while youth reports of financial stresses are associated with earlier nest-leaving. Youths reporting conflict with parents leave school and move out earlier than their peers, while conflict between parents is associated with youth making later transitions. Overall, financial stress and conflict have independent effects on youths' transitions and youths' perspectives have different consequences to those of their mothers.youths, financial stress, family conflict

Financial Stress, Family Conflict, and Youths’ Successful Transition to Adult Roles

We analyze the effect of mothers’ and youths’ reports of family financial stress and conflict on youths’ transitions into adult roles. We find that mothers’ reports of financial stresses and borrowing constraints are associated with earlier transitions to inactivity and public assistance, while youth reports of financial stresses are associated with earlier nest-leaving. Youths reporting conflict with parents leave school and move out earlier than their peers, while conflict between parents is associated with youth making later transitions. Overall, financial stress and conflict have independent effects on youths’ transitions and youths’ perspectives have different consequences to those of their mothers.youths, financial stress, family conflict

Locus of control and savings

Abstract: This paper analyzes the relationship between individuals’ locus of control and their savings behavior, i.e. wealth accumulation, savings rates, and portfolio choices. Locus of control is a psychological concept that captures individuals’ beliefs about the controllability of life events and is a key component of self-control. We find that households with an internal reference person save more both in terms of levels and as a percentage of their permanent incomes. Although the locus-of-control gap in savings rates is largest among rich households, the gap in wealth accumulation is particularly large for poor households. Finally, households with an internal reference person and average net worth hold significantly less financial wealth, but significantly more pension wealth, than otherwise similar households with an external reference person

Epistaxis

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An arrow called brotherhood : Alex Haley\u27s Roots and Afrocentrism

Alex Haley wrote arguably the two most influential works of African American history of the second half of the twentieth century: The Autobiography of Malcolm X and Roots. Both books sold millions of copies and contributed to an Afrocentric consciousness among black Americans. The publication of Roots and the airing of the television miniseries based on the book became a cultural phenomenon. The book sold more than 12 million copies and more than 13 0 million Americans watched the miniseries. Such a powerful shared cultural experience affected the lives of many Americans during the 1970s. No historian has yet attempted to explain fully the Roots phenomenon. Also no study exists that explains how Alex Haley developed the book\u27s Afrocentric theme. Questions concerning Haley\u27s veracity remain unresolved, and no one has defined whether Roots is a novel or non-fiction. Haley\u27s apparent plagiarism detracts from the legitimacy of Roots as a classroom tool. But the Kunta Kinte story is a powerful Afrocentric myth that explains the African-American experience within American history

Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities

There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education; however there is a dearth of research on high school inclusion practices. A survey examined the current inclusionary practices at a Central Coast High School. California State Standardized Assessment scores of 11th grade English Language Art and Math classes were also analyzed by groups. Overall, findings indicated that inclusionary practices were implemented to different degrees, but none were fully in place i.e., practices building relationships was rated the highest and instructional practices was rated lowest. In addition, findings indicated that students with disabilities exceeded the state SBAC scores in the area of English but not math. Longitudinal research is needed to further identify secondary practices that impact Math scores for students with disabilities along with continued examination of inclusive high school practices

A Study of the Relationship Between Failure to be Promoted and Self-Concept of Ninth Grade Students

No abstract is provided