Family process mediators of the relation between components of SES and child outcomes

The purpose of this study was to investigate the processes through which components of SES influence child outcomes and whether these processes differ with regard to ethnicity, child outcome and/or developmental period. The study examined two aspects of the home environment frequently included in SES/child development mediational models (learning stimulation, maternal responsiveness) from middle childhood to early adolescence using data from the National Longitudinal Survey of Youth. These relations were examined for two developmental outcomes (reading recognition and problem behaviors) in two ethnic groups (African American and European American).; Results supported the practices of analyzing components of SES separately, investigating ethnic group interactions, and developmental trends in SES → child outcome relations. In agreement with the systems concept of multifinality, it was found that, in some instances, the same process influenced more than one child outcome. In agreement with the systems concept of equifinality, there was often more than one process operating to influence the same child outcome. Consistent with previous research, learning stimulation provided in the home was a more consistent mediator than was responsivity. Moreover an ethnic group interaction was found when reading recognition in middle childhood was the outcome and ethnic differences were noted in the pattern of relations across time for both child outcomes.