Community Contributions to Scholastic Success

Autor/inn/en	Kowaleski-Jones, Lori; Dunifon, Rachel; Ream, Geoffrey
Titel	Community Contributions to Scholastic Success
Quelle	In: Journal of Community Psychology, 34 (2006) 3, S.343-362 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4392
DOI	10.1002/jcop.20103
Schlagwörter	Academic Achievement; Child Development; Neighborhoods; Outcomes of Education; Secondary School Students; Influences; Data Analysis; Student Behavior; Student Adjustment; Income; Measures (Individuals); Census Figures; Predictor Variables; Socioeconomic Status; Correlation + Suchen Sie Ihr Suchwort? Schulleistung; Kindesentwicklung; Neighbourhoods; Nachbarschaft; Lernleistung; Schulerfolg; Sekundarschüler; Influence; Einfluss; Einflussfaktor; Auswertung; Student behaviour; Schülerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Einkommen; Messdaten; Volkszählung; Prädiktor; Socio-economic status; Sozioökonomischer Status; Korrelation
Abstract	The authors examine the influence of neighborhood characteristics on the academic outcomes of children in middle childhood. Prior research has examined structural features of the community and has evaluated their associations with youth outcomes (Brooks-Gunn, Duncan, Klebanov, & Sealand, 1993; Kowaleski-Jones, 2000). Other research has related perceptions of community environment to youth development (Aneshensel & Sucoff, 1996). This work seeks to bridge these two streams of research by considering the influence of both objective and subjective measures of the community environment on school-aged children. Data are drawn from the 1990 Census and the 1997 Panel Study of Income Dynamics Child Development Supplement (PSID-CDS). Results indicate a negative influence of living in a community with low socioeconomic resources for academic achievement. In contrast, in some models, results suggest a positive role for living in a community rich in immigrant concentration for school-related behavioral adjustment and achievement outcomes. (Contains 6 tables and 7 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10