The Effect of Community Socioeconomic Context on High School Attendance in China: A Generalized Propensity Score Approach

Autor/in	Lei, Lei
Titel	The Effect of Community Socioeconomic Context on High School Attendance in China: A Generalized Propensity Score Approach
Quelle	In: Sociology of Education, 95 (2022) 1, S.61-88 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lei, Lei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407211057305
Schlagwörter	Correlation; Socioeconomic Influences; Urban Areas; Socialization; Community Characteristics; Academic Achievement; Rural Areas; High School Students; Probability; Attendance; Educational Attainment; Disadvantaged; Foreign Countries; China + Suchen Sie Ihr Suchwort? Korrelation; Sozioökonomischer Faktor; Urban area; Stadtregion; Socialisation; Sozialisation; Schulleistung; Rural area; Ländlicher Raum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Anwesenheit; Bildungsabschluss; Bildungsgut; Ausland
Abstract	Many developing countries have experienced increasing spatial inequality, but little is known about the effect of community disadvantages on educational attainment in these societies. Using data from the China Family Panel Studies (2010-2016), I examine the effect of community socioeconomic status (SES) on the transition into high school in urban and rural China, and I explore several mechanisms explaining the community effects. I adopt the generalized propensity score method to estimate the potential probability of high school entrance at different levels of community SES. Results show that community SES is positively associated with high school attendance in both urban and rural China, and the relationship is stronger in more disadvantaged communities in both contexts. In urban areas, the effect of community SES is partly attributable to collective socialization and children's academic performance. In rural areas, spatial accessibility to high schools and children's academic performance are the salient mechanisms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01