1. Objectifs

Intentions :
«The main goal of this study [is] to test for the role of emerging child characteristics in moderating the continuity of SES [socioeconomic status] conditions within families from one generation to the next, under conditions in which extrafamilial, sociopolitical factors could facilitate upward social mobility.» (p. 1230)

Questions/Hypothèses :
«Our first hypothesis was that SES indicators measured from G2 [Generation 2] participants are significantly higher than those measured from their parents, Generation 1 (G1). Our second hypothesis was that emerging psychopathology from middle childhood to early adolescence, taking the form of high levels of aggression and social withdrawal as reported by peers, mediates the association between G1 SES and G2 educational attainment. In turn, G2 educational attainment was hypothesized to predict G2 adult SES. […] Our third and most important hypothesis relevant to this Special Section about “the influential child” was that intergenerational transmission of SES from G1 to G2 is moderated by child characteristics.» (p. 1220)

2. Méthode

Échantillon/Matériau :
Les données sont issues d’un sous-échantillon de 503 participants (220 hommes) ayant pris part à la Concordia Longitudinal Risk Project entre 1976 et le début des années 2000. Pendant près de 30 ans, les données ont été compilées par le biais d’entrevues téléphoniques.

Instruments :
Questionnaire

Type de traitement des données :
Analyse statistique

3. Résumé

«As expected, based on historical accounts of the Quiet Revolution in Québec […], children growing up during the 1960s and 1970s in traditionally disadvantaged families had the opportunity to improve their socioeconomic condition considerably because of a facilitated access to newly created and expanded secondary programs, public colleges, and universities. […] The effects of social changes on educational attainment of our study’s G2 participants compared with that of their parents were rapid and quite noticeable, with an overall increase of almost 3 years of school attendance. This increase in education was accompanied by a commensurate improvement in SES from G1 to G2, with the new generation being better able to access more prestigious jobs than were their parents.» (p. 1230) «In conclusion, results of our study also suggest that largescale social policies are essential to break the cycle of poverty in disadvantaged families, but they are not sufficient to address the needs of at-risk children. Such policies must be supplemented by more specific interventions that target the microsystem (particularly the parents, but also teachers and the peer group) and at-risk children themselves to have a real impact on their development and long-term well-being.» (p. 1234)