Time to Read: Family Resources and Educational Outcomes in Britain.
This paper explores the role of the family—in particular family background, family structure and social and cultural resources—in explaining educational achievement in Britain. We use extensive panel data to track the relationship between family characteristics and factors associated with education...
| Publicado en: | Journal of Comparative Family Studies Vol. 34; no. 3; pp. 413 - 434 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Journal of Comparative Family Studies
Summer 2003
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510275708&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510275708 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472328 JFS jtl: Journal of Comparative Family Studies issn: 00472328 maglogo: N pubinfo: dt: Summer 2003 vid: 34 iid: 3 pid: 7105 pub: Journal of Comparative Family Studies artinfo: ui: 510275708 ppf: 413 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.1MB tig: atl: Time to Read: Family Resources and Educational Outcomes in Britain. aug: au: Cheung, Sin Yi Andersen, Robert su: Social status Academic achievement Books & reading sug: subj: Social status Academic achievement Books & reading ab: This paper explores the role of the family—in particular family background, family structure and social and cultural resources—in explaining educational achievement in Britain. We use extensive panel data to track the relationship between family characteristics and factors associated with educational attainment for individuals from birth to age 33. Our results show that although social class is an important predictor of academic ability and educational outcomes, cultural and social resources in the family also play an independent role. Social resources in the family have direct and lasting positive effects on academic success and also play an indirect role by affecting childhood reading habits, which in turn affect educational success. Parental cultural practices are less important to early academic success, though they are positively related to the eventual likelihood of obtaining a university degree. In contrast,—family size and structure are related to academic achievement early in life but have no direct effect on final educational outcomes. We conclude that the role of cultural and social resources in the family should not be dismissed when attempting to explain educational outcomes. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|