Two-generation approaches for low-income parents and children represent a promising and innovative antipoverty strategy for families, and are gaining momentum across the United States. These programs open the cycle of opportunity for families by simultaneously promoting human capital among parents and children. In recent years, the appeal of a two-generation perspective has led to a number of on-the-ground programs that combine early childhood education services for children with adult-oriented services that aim to promote parents’ education, employment and economic self-sufficiency. IPR social psychologist Lindsay Chase-Lansdale and her research team are at the forefront of developing the theory, programmatic design and implementation, and research behind the two-generation initiative.
A recent grant from Ascend at the Aspen Institute will jump-start an innovative two-generation education initiative for low-income parents and their young children. It draws upon award-winning research from Northwestern University and will be implemented by the Evanston Community Foundation (ECF). Designed to help members of low-income Evanston families further their education and careers, the two-generation pilot program will provide early childhood education for children as well as education, training and employment opportunities for their parents. ECF will provide leadership and program implementation support for the Evanston pilot project, and Northwestern will direct an accompanying research study, led by Chase-Lansdale and Teresa Eckrich Sommer, IPR senior research scientist. After a year, both ECF and Northwestern will develop a funding and partnership strategy and a plan for potential expansion in the future.
- Flyer. 2013. "Evanston two-generation initiative."
- Media advisory. 2013. "Furthering kids' and parents' success at same time," Northwestern University, June 28.
- Tobacman, Jessica. 2013. Opening life opportunities with two-generation education. Inquiry (spring), pp. 14-16.
- Sommer, T., L. Chase–Lansdale, J. Brooks–Gunn, et al. 2012. Early childhood education centers and mothers’ postsecondary attainment: A new conceptual framework for a dual–generation education intervention. Teachers College Record 114(10): 1–40.