Parental Job Loss and Early Child Development in the Great Recession     

Gabriele Mari  Renske Keizer 《Child development》2021,92(5):1698-1716

The study examines whether and why parental job loss may stifle early child development, relying on cohort data from the population of children born in Ireland in 2007–2008 (N = 6,303) and followed around the time of the Great Recession (2008–2013). A novel approach to mediation analysis is deployed, testing expectations from models of family investment and family stress. Parental job loss exacerbates problem behavior at ages 3 and 5 (.05–.08 SDs), via the channels of parental income and maternal negative parenting. By depressing parental income, job loss also hampers children’s verbal ability at age 3 (.03 SDs). This is tied to reduced affordability of formal childcare, highlighting a policy lever that might tame the intergenerational toll of job loss.  相似文献   

The language of non-fiction     

Bert Keizer 《Publishing Research Quarterly》2000,16(1):49-54

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The UNC–Chapel Hill RDA Boot Camp: Preparing LIS Students for Emerging Topics in Cataloging and Metadata     

Madeline Veitch  Jane Greenberg  Caroline Keizer  Wanda Gunther 《Cataloging & classification quarterly》2013,51(4):343-364

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Ethnicity and student identity in schools: an analysis of official and unofficial talk in multiethnic classrooms     

Mariëtte de Haan  Renske Keizer  Ed Elbers 《European Journal of Psychology of Education - EJPE》2010,25(2):176-191

The present study shows that power relations in classrooms between Dutch and immigrant students radically shift when students move from academic talk to more open, free talk. Whereas in their interactions with immigrant students, Dutch students are able to represent the more powerful role in the official, academic discourse, they lose this position in the unofficial, nonacademic discourse. These shifts show that ethnic relationships are played out differently in different discursive domains. They also show that academic identities do not exist as such but are specific to certain minority–majority relationships. This study builds upon a tradition of studies that have argued that ethnic minorities construct academic identities depending on the social setting. However, this study shows the instability of these constructions while demonstrating their dependency on specific ethnic interactions and discursive modes. The study is based on the analysis of interaction patterns in multiethnic classrooms in the Netherlands focussing on (a)symmetries in knowledge sharing. An ethnographic approach is combined with quantitative analyses to test group differences. The results are interpreted and discussed in the light of a poststructuralist view on how ethnic minority groups construct academic identities and how these are related to minority–majority relationships.  相似文献