Anna R. Haskins

Provides estimates of the impact of paternal incarceration on children's behavioral functioning at age 9 using children's own self-reports. Suggests the incarceration of a father increases the antisocial behaviors children self-report, but has null effects on pro-social skill development.

Argues that the racial and gendered dynamics that influence schooling trajectories for U.S. children from disadvantaged backgrounds are driven, in part, by the race- and gender-specific effects of mass incarceration on early educational outcomes.

Demonstrates that paternal incarceration experienced during middle childhood is detrimental to the cognitive development (math, reading and attentional capacities) of both boys and girls, illustrating how mass imprisonment contributes to the persistence of educational disparities.

Explains how Families and Schools Together (FAST) failed to reduce mobility overall but substantially reduced the mobility of Black students, who were especially likely to change schools. Improved relationships among families helps explain this finding.

Provides overview of work in the areas of inequality in a child’s risk of having a parent go to prison and the effects of parental imprisonment itself on childhood inequality and wellbeing.