Social Capital and Mathematics Achievement of Fourth and Fifth Grade Children in Segregated Primary Schools

Autor/inn/en	Hemmerechts, Kenneth; Echeverria Vicente, Nohemi Jocabeth; Agirdag, Orhan; Kavadias, Dimokritos
Titel	Social Capital and Mathematics Achievement of Fourth and Fifth Grade Children in Segregated Primary Schools
Quelle	In: Journal of Education for Students Placed at Risk, 23 (2018) 3, S.209-229 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agirdag, Orhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2018.1428101
Schlagwörter	Social Capital; Mathematics Achievement; Correlation; Socioeconomic Background; Immigrants; Ethnic Groups; Grade 4; Grade 5; Elementary School Students; Foreign Countries; School Segregation; Disadvantaged; Social Structure; Student Characteristics; Belgium + Suchen Sie Ihr Suchwort? Sozialkapital; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Sozioökonomische Lage; Immigrant; Immigrantin; Immigranten; Ethnie; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Sozialstruktur; Belgien
Abstract	Scholars have consistently demonstrated that the socioeconomic composition of the pupil body is related to academic achievement. The effect of ethnic/immigrant concentration, on the other hand, is more controversial, as some have found no impact of the ethnic/immigrant composition when other aspects were taken into account. Social capital theory claims that it is possible to compensate for a disadvantaged background or school composition when pupils benefit from being integrated in specific social structures. This article tests whether social capital is positively related to the mathematics achievement of pupils in the fourth and fifth grades of Flemish primary schools in which most of the pupils have a low socioeconomic and/or an ethnic/immigrant background (i.e. segregated schools). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01