Neighborhood Social Capital, Poor Physical Conditions, and School Achievement

Autor/inn/en	Woolley, Michael E.; Grogan-Kaylor, Andrew; Gilster, Megan E.; Karb, Rebecca A.; Gant, Larry M.; Reischl, Thomas M.; Alaimo, Katherine
Titel	Neighborhood Social Capital, Poor Physical Conditions, and School Achievement
Quelle	In: Children & Schools, 30 (2008) 3, S.133-145 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
Schlagwörter	African American Children; Neighborhoods; Economically Disadvantaged; Community Surveys; Achievement Tests; Social Capital; Poverty; Disadvantaged Youth; Social Influences; Environmental Influences; Correlation; Urban Areas; Predictor Variables; Scores; Mathematics Achievement; Reading Achievement + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Neighbourhoods; Nachbarschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sozialkapital; Armut; Benachteiligter Jugendlicher; Sozialer Einfluss; Environmental influence; Umwelteinfluss; Korrelation; Urban area; Stadtregion; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	Success in school is a vital developmental outcome for children. In recent decades, it has been shown that school outcomes are influenced by a variety of environments and social processes in the lives of children, both within and across the central microsystems of family, school, and neighborhood. The current study used a multilevel analytic strategy and three data sources--a community survey, the 2000 census, and citywide school achievement data--to examine the association between neighborhood social capital and physical conditions with academic achievement. The sample comprised predominantly African American children in first through eighth grades in a midsized Midwest industrial city. Results revealed that increased levels of neighborhood bonding social capital and lower levels of poor physical conditions were predictive of higher student scores on achievement tests in math and reading. In addition, as children progressed from the first through the eight grades, the magnitude of the effect of bonding social capital and poor neighborhood physical conditions on school achievement increased. (As Provided).
Anmerkungen	National Association of Social Workers (NASW). 750 First Street NE Suite 700, Washington, DC 20002. Tel: 800-227-3590; e-mail: press@naswdc.org; Web site: http://www.naswpress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10