Neighborhood Socioeconomic and Social Factors and School Achievement in Boys and Girls

Autor/inn/en	Drukker, Marjan; Feron, Frans J. M.; Mengelers, Ron; Van Os, Jim
Titel	Neighborhood Socioeconomic and Social Factors and School Achievement in Boys and Girls
Quelle	In: Journal of Early Adolescence, 29 (2009) 2, S.285-306 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431608320124
Schlagwörter	Neighborhoods; Females; Social Control; Academic Achievement; Social Environment; Social Capital; Social Influences; Gender Differences; Preadolescents; Socioeconomic Status; Disadvantaged Youth; Correlation; Environmental Influences; Foreign Countries; Family Characteristics; Family Influence; Parent Child Relationship; Elementary School Students; Netherlands + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Weibliches Geschlecht; Soziale Kontrolle; Schulleistung; Soziales Umfeld; Sozialkapital; Sozialer Einfluss; Geschlechterkonflikt; Pre-adolescence; Präadoleszenz; Socio-economic status; Sozioökonomischer Status; Benachteiligter Jugendlicher; Korrelation; Environmental influence; Umwelteinfluss; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Niederlande
Abstract	Previous work has shown that school achievement is lower in children living in poor neighborhoods. In this study, the authors hypothesized a role of neighborhood social capital. Data on 11-year-olds were obtained from the baseline measurements of a family cohort study (n = 328). The data had a cross-level structure: neighborhood level, school level, and individual level. After including individual-level confounders, neighborhood socioeconomic disadvantage and social cohesion were not associated with school achievement in boys or girls. However, lower levels of neighborhood informal social control were associated with lower school achievement scores in boys only. In boys, a wider social environment that contributes to obedience to norms and values may be conducive to superior educational achievement. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10