Literaturnachweis - Detailanzeige
Autor/inn/en | Crosnoe, Robert; Johnson, Monica K.; Elder, Glen H., Jr. |
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Titel | Intergenerational bonding in school. The behavioral and contextual correlates of student-teacher relationships. |
Quelle | In: Sociology of education, 77 (2004) 1, S. 60-81Infoseite zur Zeitschrift |
Beigaben | Literaturangaben 45; Tabellen 6 |
Sprache | englisch; englische Zusammenfassung |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0038-0407 |
Schlagwörter | Empirische Untersuchung; Entfremdung; Soziale Integration; Generationenbeziehung; Geschlechtsspezifischer Unterschied; Schule; Lehrer; Schüler-Lehrer-Beziehung; Schüler; Disziplin (Ordnung); Schülerleistung; Leistung; Ethnische Gruppe; USA |
Abstract | To explore the significance of social integration in the educational system, this study examined whether student-teacher relationships predicted two important behavioral outcomes (academic achievement and disciplinary problems); whether these within-school intergenerational relationships were predicted by the structural, compositional, and climate-related characteristics of schools; and how the behavioral and contextual correlates of student-teacher relationships varied by race-ethnicity. The findings, based on nationally representative panel data, indicated that stronger intergenerational bonding in school was associated with higher academic achievement, especially for Hispanic American girls, and with a lower likelihood of disciplinary problems, especially for white girls. Moreover, these intergenerational bonds were stronger in schools with several characteristics (private sector, greater racial- ethnic matching between students and the student body, greater perceived safety, and lower socioeconomic status), although these associations also differed by race-ethnicity. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2005_(CD) |