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The NLS Annotated Bibliography - User Submission Form
DEVANEY, SHARON A. Factors Related to Propensity for Parents to Pay for Child Care In: Diversity Among Economically Vulnerable Households, Proceedings. Family Economics-Home Management, Pre-Conference, American Home Economics Association (1993): 175-189 Cohort(s): NLSY79 ID Number: 555 Publisher: American Home Economics Association Permission to reprint the abstract has not been received from the publisher. The proportion of income spent on child care varies from 5% for higher income families to 25% for lower income families. About half of employed parents with children needing care manage to arrange for low or no cost care. The purpose of the study was to explore the characteristics of parents who pay for child care. The sample included 1,495 parents who paid for child care for at least one child who was 5 or younger in 1985. Factors which were investigated included family size, income, number of weeks worked, education of respondent, poverty status, and whether the family was female headed. Implications for public policy are offered. RUDD, NANCY M. NAH, MYUNGKYUN Impact of Teenage Childbearing on Selected Indicators of Women's Economic Well-Being in Early Adulthood: A Decade Comparison In: Families in Transition: Structural Changes and Effects on Family Life. R. Walker, ed., Alexandria, VA, American Home Economics Association, 1989 Cohort(s): NLSY79, Young Women ID Number: 2118 Publisher: American Home Economics Association Permission to reprint the abstract has not been received from the publisher. Data from the NLSY and Young Women's cohorts were analyzed to determine whether the impact of teenage childbearing on white and black women's subsequent educational attainment, experience as a single parent, and contact with the welfare system had changed between the 1970s and 1980s. Results indicate that the general pattern of relationships between predictor variables and the above dependent variables remained the same but that the magnitude of effects has changed. Despite the fact that the birth rate to teenagers went down substantially in the U.S. during this time period, results indicate that for those who do become teen mothers there continues to be a substantial cost in the form of foregone education, increased time spent as a single parent, and increased contact with the welfare system. However, results suggest that the amount of foregone education may have declined slightly for blacks and that the impact of a teen birth on time spent as a single parent has increased considerably. However, this increase in single parenthood associated with a teen birth may not have translated into increased welfare use. Whether this tentative finding reflects the more stringent eligibility requirements for AFDC implemented in the early 1980s or a more economically diverse population of single parent mothers, as a result of the considerable increase in the size of this population, cannot be determined from the data. WOJCIK, MARK S. BARD, SUZANNE HUNT, EDWIN Training Field Interviewers to Use Computers: A Successful CAPI Training Program Presented: Phoenix, AZ, American Association of Public Opinion Research, May 1991 Cohort(s): NLS General, NLSY79 ID Number: 2505 Publisher: American Home Economics Association Permission to reprint the abstract has not been received from the publisher. The paper focuses on methods of successfully training interviewers to use CAPI (Computer-Assisted Personal Interviewing). It reviews the two NLSY CAPI experiments, 1989 in Ohio and 1990 nationwide, and outlines the interviewer training model developed by NORC to implement CAPI for the NLSY. The following topics are discussed: (1) choosing the proper training site, encompassing proper electrical capacity, sufficient number of phone jacks, and secured storage for computers; (2) obtaining proper equipment, such as laptop computers, overhead projectors, and slide projectors; (3) preparing materials including the CAPI training manual; (4) structuring training sessions, consisting of self-study, a 2-day introduction to the NLSY, and a 3-day introduction to CAPI; (5) developing a training approach, including training groups, varied delivery of material, mock interviews, and transmission training; as well as (6) obtaining technical support for the training period, involving programmers, trainers, senior field staff, other interviewers experienced in CAPI. Search returned 3 items. Search Start: 20:27:03 Search Finish: 20:27:03
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