Anna Zhu

The relation between cesarean birth and child cognitive development

This is the first detailed study of the relation between cesarean birth and child cognitive development. We measure differences in child cognitive performance at 4 to 9 years of age between cesarean-born and vaginally-born children (n = 3,666) participating in the Longitudinal Study of Australian Children (LSAC). LSAC is a nationally representative birth cohort surveyed biennially. Using multivariate regression, we control for a large range of confounders related to perinatal risk factors and the socio-economic advantage associated with cesarean-born children. Across several measures, we find that cesarean-born children perform significantly below vaginally-born children, by up to a tenth of a standard deviation in national numeracy test scores at age 8–9. Estimates from a low-risk sub-sample and lower-bound analysis suggest that the relation is not spuriously related to unobserved confounding. Lower rates of breastfeeding and adverse child and maternal health outcomes that are associated with cesarean birth are found to explain less than a third of the cognitive gap, which points to the importance of other mechanisms such as disturbed gut microbiota. The findings underline the need for a precautionary approach in responding to requests for a planned cesarean when there are no apparent elevated risks from vaginal birth.

Maternal employment trajectories and caring for an infant or toddler with a disability

Mothers caring for an infant or toddler continue to face barriers in returning to work after child birth. Mothers caring for an infant or toddler with a disability, however, may face even greater barriers. This paper contributes to the literature by exploring the employment costs for this group of mothers using a novel Australian administrative data set. The employment patterns of mothers with and without a disabled infant or toddler are compared both before and after child birth. The data follow 7,600 mothers on a bi-weekly basis for the entire period 12 months before and the 24 months after child birth and contain information on the disability status of the child, measures of employment and the intensity of employment. I find that mothers of disabled toddlers and infants suffer employment disadvantages relative to mothers of non-disabled children. The employment gaps grow from approximately six percentage points shortly after their children are born to 14-17 percentage points when their children are 12 to 24 months old. The employment gaps exist for full-time employment as well as for short part-time employment.

Intergenerational Disadvantage: Learning about Equal Opportunity from Social Assistance Receipt

We use variation in the extent of generational persistence across social assistance payments to shed light on the factors leading to intergenerational disadvantage. Our administrative data come from the Australian social security system and provide us with detailed social assistance trajectories – across the entire social safety net – for a birth cohort of young people and their families over an 18-year period. We find that young people are 1.8 times more likely to need social assistance if their parents have a history of receiving social assistance themselves. These young people also receive more intensive support; an additional

Parenting Style as an Investment in Human Development

12,000 over an 8-year period. The intergenerational correlation is particularly strong in the case of disability payments, payments for those with caring responsibilities, and parenting payments for single parents. Disadvantage stemming from parents’ poor labor market outcomes seems to be easier for young people to overcome. This suggests that parental disadvantage may be more harmful to children’s later life outcomes if it is more strongly driven by circumstances rather than personal choice.

Welfare Entry and Exit after Marital Separation among Australian Mothers

We propose a household production function approach to human development in which the role of parenting style in child rearing is explicitly considered. Specifically, we model parenting style as an investment in human development that depends not only on inputs of time and market goods, but also on attention, i.e. cognitive effort. Socioeconomic disadvantage is linked to parenting style and human development through the constraints that it places on cognitive capacity. Our model finds empirical support. We demonstrate that parenting style is a construct that is distinct from standard goods- and time-intensive parental investments and that effective parenting styles are negatively correlated with socioeconomic disadvantage. Moreover, parenting style is an important determinant of young adults human capital net of other parental investments.

Sibling Health, Schooling and Longer-Term Developmental Outcomes

Australian administrative data is used to examine patterns of welfare receipt for up to 5 and a half years after marital separation. We examine relationship status, income support and other incomes both before and after separation with a particular focus on the routes into and out of welfare receipt. Exits associated with new partnering are compared with those likely to be due to earnings increases. We find substantial volatility in relationships, with around a third of separations being only temporary (re‐partnering with the original partner). Focusing on the permanent separations, we find a convergence in the welfare receipt rates of initially well‐off and poor mothers, which is then slowly unwound as more advantaged mothers leave welfare at a faster rate. The channels of welfare exit (finding a new partner versus exiting welfare while remaining single) are associated with different characteristics. Family size is an equally important predictor of exit rates as the age of the youngest child. [ABSTRACT FROM AUTHOR]

Comparing Disadvantage and Well-Being in Australian Families

We explore the extent to which starting primary school earlier by up to one year can help shield children from the detrimental, long-term developmental consequences of having an ill or disabled sibling. Using data from the Longitudinal Study of Australian Children, we employ a Regression Discontinuity Design based on birthday eligibility cut-offs. We find that Australian children who have a sibling in poor health persistently lag behind other children in their cognitive development - but only for the children who start school later. In contrast, for the children who commence school earlier, we do not find any cognitive developmental gaps. The results are strongest when the ill-health in the sibling is of a temporary rather than longer-term nature. We hypothesise that an early school start achieves this by lessening the importance of resource-access inequalities within the family home. However, we find mixed impacts on the gaps in non-cognitive development.