Search
Browse By Day
Browse By Time
Browse By Panel
Browse By Session Type
Browse By Topic Area
Browse Posters
Search Tips
Register for SRCD23
Personal Schedule
Welcome Letter
Program Guide
Change Preferences / Time Zone
Sign In
Session Type: Paper Symposium
Childhood poverty has long been associated with less favorable cognitive and social-emotional skills, reduced educational attainment, and lower earnings in adulthood. Despite these robust correlations, it is unclear whether family income is the cause of differences observed between children growing up in poverty and their peers from higher-income homes, or whether these differences are due to the many other correlates of growing up in poverty. Baby’s First Years (BFY, www.babysfirstyears.com; Noble et al., 2021) is the first randomized controlled trial in the United States designed to identify the causal impact of poverty reduction on children’s early development and family life. A total of 1000 mothers living with low income were recruited from postpartum wards shortly after giving birth, and were offered a monthly unconditional cash gift for the first several years of their children’s lives. Mothers were randomly assigned to receive either a high-cash gift ($333/month) or a low-cash gift ($20/month). All monthly cash gifts are administered via debit card and can be spent without restrictions. This symposium features four early scholar-led papers. The first two papers focus on the impact of the monthly unconditional cash gifts on parenting practices in the first year of life, including breastfeeding practices through infancy, and maternal-infant talk during a free-play session. The second two papers focus on the impact of the monthly unconditional cash gifts on early childhood outcomes through age three, including children’s health and sleep, and language and socioemotional development, as reported by mothers across three waves of surveys.
Unconditional cash and breastfeeding among low-income mothers: Evidence from Baby’s First Years - Presenting Author: Laura Stilwell, Duke Univeristy; Lisa Gennetian, Duke University; Katherine Magnuson, University of Wisconsin - Madison; Greg J Duncan, University of California, Irvine; Sarah Halpern-Meekin, University of Wisconsin-Madison; Hirokazu Yoshikawa, New York University; Nathan A Fox, University of Maryland - College Park; Kimberly G Noble, Teachers College, Columbia University
The impact of a monthly unconditional cash gift on low-income US mothers’ child-directed speech - Presenting Author: Shannon Dailey, Duke Univeristy; Lisa Gennetian, Duke University; Katherine Magnuson, University of Wisconsin - Madison; Greg J Duncan, University of California, Irvine; Sarah Halpern-Meekin, University of Wisconsin-Madison; Hirokazu Yoshikawa, New York University; Nathan A Fox, University of Maryland - College Park; Kimberly G Noble, Teachers College, Columbia University
The Effect of a Poverty Reduction Intervention on Early Health and Sleep Among Young Children in the United States - Presenting Author: Jessica Sperber, Columbia University; Lisa Gennetian, Duke University; Emma Rose Hart, Teachers College, Columbia University; Katherine Magnuson, University of Wisconsin - Madison; Greg J Duncan, University of California, Irvine; Sarah Halpern-Meekin, University of Wisconsin-Madison; Hirokazu Yoshikawa, New York University; Nathan A Fox, University of Maryland - College Park; Kimberly G Noble, Teachers College, Columbia University
Causal Impacts of Unconditional Cash Transfers on Maternally Reported Language and Socioemotional Development Among Young Children Residing in Poverty in the U.S. - Presenting Author: Emma Rose Hart, Teachers College, Columbia University; Lisa Gennetian, Duke University; Jessica Sperber, Columbia University; Renata Penalva V. Silva, Teachers College, Columbia; Katherine Magnuson, University of Wisconsin - Madison; Greg J Duncan, University of California, Irvine; Sarah Halpern-Meekin, University of Wisconsin-Madison; Hirokazu Yoshikawa, New York University; Nathan A Fox, University of Maryland - College Park; Kimberly G Noble, Teachers College, Columbia University