Maternal cohabitation and educational success

R. Kelly Raley, Michelle Lynn Frisco, Elizabeth Wildsmith

Research output: Contribution to journalReview article

34 Citations (Scopus)

Abstract

Despite the dramatic increase in children's experiences in cohabiting families, little is known about how living in such families affects children's academic success. Extrapolating from two theoretical frameworks that have been commonly used to explain the association between parental divorce and educational outcomes, the authors constructed competing hypotheses about the effect of maternal cohabitation on educational expectations, achievement, and attainment. The analysis of data from the National Survey of Families and Households shows that children who lived with cohabiting mothers fared exceptionally poorly and sometimes were significantly worse off than were children who lived with divorced or remarried mothers. The authors conclude that studies that have ignored cohabitation have probably overestimated the negative effects of divorce on educational outcomes. High levels of family instability that are associated with cohabitation may be one reason why children whose mothers cohabit do less well than do children with other types of family experiences.

Original languageEnglish (US)
Pages (from-to)144-164
Number of pages21
JournalSociology of Education
Volume78
Issue number2
DOIs
StatePublished - Jan 1 2005

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cohabitation
divorce
academic success
educational success
experience

All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science

Cite this

Raley, R. Kelly ; Frisco, Michelle Lynn ; Wildsmith, Elizabeth. / Maternal cohabitation and educational success. In: Sociology of Education. 2005 ; Vol. 78, No. 2. pp. 144-164.
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Maternal cohabitation and educational success. / Raley, R. Kelly; Frisco, Michelle Lynn; Wildsmith, Elizabeth.

In: Sociology of Education, Vol. 78, No. 2, 01.01.2005, p. 144-164.

Research output: Contribution to journalReview article

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