A model mother? : family policy and childrearing in post-devolution Scotland /
Wood, Taniaauthor.
Includes bibliographical references and index.
Machine generated contents note: ch. One The Reproduction of Inequality: Parents, Places and Institutions -- Childrearing and the forms of capital -- "Concerted cultivation" and the "accomplishment of natural growth" -- Neighbourhood effects: the making of people and places -- Theoretical Framework -- Equality -- Habitus -- Social class -- Self and Identity -- Memory and (re)constructing the self -- Narrative and biography -- Neighbourhood effects -- ch. Two Policy and the Policy Gap: Parenting, Neighbourhoods and the Early Years -- Overview: policy, habitus and power -- UK and Scottish Government policy on parenting and the early years -- Parenting policy - a top-down approach? -- Early Years policy - from school-readiness to wellbeing -- Neighbourhood policy and the double-edged sword of community empowerment -- Summary: discrepancies between policy intention and implementation --
Contents note continued: ch. Three Measuring Aspects of "Concerted Cultivation" and "Accomplishment of Natural Growth" Approaches to Childrearing -- Recap: the centrality of childrearing approach to inequality -- The challenges of measuring habitus and childrearing approach -- The measurement of childrearing approach in previous research -- The Growing up in Scotland dataset -- Sampling, attrition and weighting in GUS -- Limitations of the GUS dataset -- Operationalisation of childrearing approach -- Children's behavioural development -- Reliability of descriptive statistics -- Summary of analytical methods -- Latent Class Analysis and Latent Transition Analysis -- Latent Class Analysis: model selection criteria and tests of model fit -- Exploratory Factor Analysis -- Exploratory Factor Analysis: model selection criteria and tests of model fit -- Multinomial Logistic Regression -- Multinomial logistic regression: model selection criteria and tests of model fit --
Contents note continued: Narrative analysis -- Applying narrative analysis to quantitative data -- Narrative analysis of individual cases: analytic approach -- Narrative analysis: rationale for case selection -- Conclusion -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- ch. Four The Meaning of Meaning: Constructing Biographies for GUS Mothers -- Why construct biographies with longitudinal data? -- The constructed biographies -- Conclusion -- ch. Five A Typology of Childrearing Approach in Scotland -- Outline of analysis steps -- Identifying a typology of childrearing approach in the GUS sample -- Comparing the 3 and 4 class models -- Comparing the 4 and 5 class models -- Interpreting the latent classes -- Factors associated with class membership -- Discussion -- Conclusion -- Appendix E -- Appendix F -- ch. Six The Power of Place or the Location of Power? Childrearing Approach and the Neighbourhood Context -- The power of place -- Outline of analysis steps --
Contents note continued: Defining the latent variable "collective efficacy" using Exploratory Factor Analysis -- Collective efficacy and childrearing approach -- Defining the latent variable "neighbourhood deprivation" using Exploratory Factor Analysis -- Neighbourhood deprivation and childrearing approach -- Assessing the influence of collective efficacy and neighbourhood deprivation on childrearing approach, controlling for other factors -- Summary and discussion of findings -- Appendix G -- Appendix H -- ch. Seven The Role of Childrearing Approach in Explaining Differences in Children's Behaviour at Entry to Primary School -- Outline of the chapter -- Latent Class Analysis of childrearing approach at Sweep 4 -- Comparing the Latent Class Analysis measurement models at Sweep 2 and Sweep 4 -- Factors associated with class membership: the LCA model with covariates -- Transitions between childrearing groups over time: specification of the Latent Transition Model --
Contents note continued: The Latent Transition Model -- The distal outcome: children's behavioural development at entry to primary school -- Discussion -- Appendix I.
Parenting
Child rearing