Socioeconomic disadvantage and child development

  • McLoyd V
  • 65


    Mendeley users who have this article in their library.
  • N/A


    Citations of this article.


Recent research consistently reports that persistent poverty has more detrimental effects on IQ, school achievement, and socioemotional functioning than transitory poverty, with children experiencing both types of poverty generally doing less well than never-poor children. Higher rates of perinatal complications, reduced access to resources that buffer the negative effects of perinatal complications, increased exposure to lead, and less home-based cognitive stimulation partly account for diminished cognitive functioning in poor children. These factors, along with lower teacher expectancies and poorer academic-readiness skills, also appear to contribute to lower levels of school achievement among poor children. The link between socioeconomic disadvantage and children's socioemotional functioning appears to be mediated partly by harsh, inconsistent parenting and elevated exposure to acute and chronic stressors. The implications of research findings for practice and policy are considered.

Author-supplied keywords

  • IQ
  • academic achievement
  • academic readiness
  • buffer
  • cognitive functioning
  • parenting
  • perinatal complications
  • poverty
  • socioemotional functioning
  • teacher expectations

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


  • V C McLoyd

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free