The Experts below are selected from a list of 116259 Experts worldwide ranked by ideXlab platform

Aprile D Benner - One of the best experts on this subject based on the ideXlab platform.

  • parental involvement and adolescents Educational Success the roles of prior achievement and socioeconomic status
    Journal of Youth and Adolescence, 2016
    Co-Authors: Aprile D Benner, Alaina E Boyle, Sydney Sadler
    Abstract:

    Parental Educational involvement in primary and secondary school is strongly linked to students’ academic Success; however; less is known about the long-term effects of parental involvement. In this study, we investigated the associations between four aspects of parents’ Educational involvement (i.e., home- and school-based involvement, Educational expectations, academic advice) and young people’s proximal (i.e., grades) and distal academic outcomes (i.e., Educational attainment). Attention was also placed on whether these relations varied as a function of family socioeconomic status or adolescents’ prior achievement. The data were drawn from 15,240 10th grade students (50 % females; 57 % White, 13 % African American, 15 % Latino, 9 % Asian American, and 6 % other race/ethnicity) participating in the Education Longitudinal Study of 2002. We observed significant links between both school-based involvement and parental Educational expectations and adolescents’ cumulative high school grades and Educational attainment. Moderation analyses revealed that school-based involvement seemed to be particularly beneficial for more disadvantaged youth (i.e., those from low-SES families, those with poorer prior achievement), whereas parents’ academic socialization seemed to better promote the academic Success of more advantaged youth (i.e., those from high-SES families, those with higher prior achievement). These findings suggest that academic interventions and supports could be carefully targeted to better support the Educational Success of all young people.

  • demographic marginalization social integration and adolescents Educational Success
    Journal of Youth and Adolescence, 2014
    Co-Authors: Aprile D Benner, Yijie Wang
    Abstract:

    Links between schools’ demographic composition and students’ achievement have been a major policy interest for decades. Using a racially/ethnically diverse sample from the National Longitudinal Study of Adolescent Health (N = 6,302; 54 % females; 53 % White, 21 % African American, 15 % Latino, 8 % Asian American, 2 % other race/ethnicity), we examined the associations between demographic marginalization, students’ later social integration (loneliness at school, school attachment), and Educational performance and attainment. Adolescents who were socioeconomically marginalized at school [i.e., having <15 % same-socioeconomic status (SES) peers] had lower cumulative grade point averages across high school and lower Educational attainment. A similar disadvantage was observed among students who were both socioeconomically and racially/ethnically marginalized at school (i.e., having <15 % same-SES peers and <15 % same-racial/ethnic peers). Indirect effects were also observed, such that demographic marginalization was linked to poorer school attachment, and poorer school attachment, in turn, was related to poorer academic performance. These results highlight the Educational barriers associated with demographic marginalization and suggest potential targets for future intervention efforts.

Sydney Sadler - One of the best experts on this subject based on the ideXlab platform.

  • parental involvement and adolescents Educational Success the roles of prior achievement and socioeconomic status
    Journal of Youth and Adolescence, 2016
    Co-Authors: Aprile D Benner, Alaina E Boyle, Sydney Sadler
    Abstract:

    Parental Educational involvement in primary and secondary school is strongly linked to students’ academic Success; however; less is known about the long-term effects of parental involvement. In this study, we investigated the associations between four aspects of parents’ Educational involvement (i.e., home- and school-based involvement, Educational expectations, academic advice) and young people’s proximal (i.e., grades) and distal academic outcomes (i.e., Educational attainment). Attention was also placed on whether these relations varied as a function of family socioeconomic status or adolescents’ prior achievement. The data were drawn from 15,240 10th grade students (50 % females; 57 % White, 13 % African American, 15 % Latino, 9 % Asian American, and 6 % other race/ethnicity) participating in the Education Longitudinal Study of 2002. We observed significant links between both school-based involvement and parental Educational expectations and adolescents’ cumulative high school grades and Educational attainment. Moderation analyses revealed that school-based involvement seemed to be particularly beneficial for more disadvantaged youth (i.e., those from low-SES families, those with poorer prior achievement), whereas parents’ academic socialization seemed to better promote the academic Success of more advantaged youth (i.e., those from high-SES families, those with higher prior achievement). These findings suggest that academic interventions and supports could be carefully targeted to better support the Educational Success of all young people.

Alaina E Boyle - One of the best experts on this subject based on the ideXlab platform.

  • parental involvement and adolescents Educational Success the roles of prior achievement and socioeconomic status
    Journal of Youth and Adolescence, 2016
    Co-Authors: Aprile D Benner, Alaina E Boyle, Sydney Sadler
    Abstract:

    Parental Educational involvement in primary and secondary school is strongly linked to students’ academic Success; however; less is known about the long-term effects of parental involvement. In this study, we investigated the associations between four aspects of parents’ Educational involvement (i.e., home- and school-based involvement, Educational expectations, academic advice) and young people’s proximal (i.e., grades) and distal academic outcomes (i.e., Educational attainment). Attention was also placed on whether these relations varied as a function of family socioeconomic status or adolescents’ prior achievement. The data were drawn from 15,240 10th grade students (50 % females; 57 % White, 13 % African American, 15 % Latino, 9 % Asian American, and 6 % other race/ethnicity) participating in the Education Longitudinal Study of 2002. We observed significant links between both school-based involvement and parental Educational expectations and adolescents’ cumulative high school grades and Educational attainment. Moderation analyses revealed that school-based involvement seemed to be particularly beneficial for more disadvantaged youth (i.e., those from low-SES families, those with poorer prior achievement), whereas parents’ academic socialization seemed to better promote the academic Success of more advantaged youth (i.e., those from high-SES families, those with higher prior achievement). These findings suggest that academic interventions and supports could be carefully targeted to better support the Educational Success of all young people.

Yijie Wang - One of the best experts on this subject based on the ideXlab platform.

  • demographic marginalization social integration and adolescents Educational Success
    Journal of Youth and Adolescence, 2014
    Co-Authors: Aprile D Benner, Yijie Wang
    Abstract:

    Links between schools’ demographic composition and students’ achievement have been a major policy interest for decades. Using a racially/ethnically diverse sample from the National Longitudinal Study of Adolescent Health (N = 6,302; 54 % females; 53 % White, 21 % African American, 15 % Latino, 8 % Asian American, 2 % other race/ethnicity), we examined the associations between demographic marginalization, students’ later social integration (loneliness at school, school attachment), and Educational performance and attainment. Adolescents who were socioeconomically marginalized at school [i.e., having <15 % same-socioeconomic status (SES) peers] had lower cumulative grade point averages across high school and lower Educational attainment. A similar disadvantage was observed among students who were both socioeconomically and racially/ethnically marginalized at school (i.e., having <15 % same-SES peers and <15 % same-racial/ethnic peers). Indirect effects were also observed, such that demographic marginalization was linked to poorer school attachment, and poorer school attachment, in turn, was related to poorer academic performance. These results highlight the Educational barriers associated with demographic marginalization and suggest potential targets for future intervention efforts.

Mads Meier Jæger - One of the best experts on this subject based on the ideXlab platform.

  • Cultural capital, teacher bias, and Educational Success: New evidence from monozygotic twins
    Social Science Research, 2017
    Co-Authors: Mads Meier Jæger, Stine Møllegaard
    Abstract:

    In this paper we use new data on Danish monozygotic (MZ) twins to analyze the effect of cultural capital on Educational Success. We report three main findings. First, cultural capital has a positive direct effect on the likelihood of completing the college-bound track in Danish secondary education. Second, cultural capital leads teachers to form upwardly biased perceptions of children's academic ability, but only when their exposure to children's cultural capital is brief (as in oral and written exams) rather than long (as in grades awarded at the end of the school year). Third, we find that the positive direct effect of cultural capital on Educational Success is higher for children from high-socioeconomic status (SES) backgrounds than for those from low-SES backgrounds. This result suggests that high-SES children are more likely to be in schooling contexts that enable them to convert cultural capital into Educational Success.

  • The effect of grandparents’ economic, cultural, and social capital on grandchildren's Educational Success
    Research in Social Stratification and Mobility, 2015
    Co-Authors: Stine Møllegaard, Mads Meier Jæger
    Abstract:

    Abstract This paper analyzes the effects of grandparents’ economic, cultural, and social capital on grandchildren's Educational Success. We analyze data from Denmark and hypothesize that grandparents’ economic capital should be of little importance in the Scandinavian context, while their cultural and social capital should be relatively more important. Our results partly confirm these hypotheses since, after controlling for parents’ capital, we find that grandparents’ cultural capital (but not their economic and social capital) has a positive effect on the likelihood that grandchildren choose the academic track in upper secondary education over all other tracks. These results suggest, at least in the Scandinavian context, that the ways in which grandparents affect grandchildren's Educational Success is via transmission of non-economic resources.

  • The Extended Family and Children's Educational Success.
    American Sociological Review, 2012
    Co-Authors: Mads Meier Jæger
    Abstract:

    Research on family background and Educational Success focuses almost exclusively on two generations: parents and children. This study argues that the extended family contributes significantly to the total effect of family background on Educational Success. Analyses using the Wisconsin Longitudinal Study show that, net of family factors shared by siblings from the same immediate family, factors shared by first cousins account for a nontrivial part of the total variance in children’s Educational Success. Results also show that grandparents’, aunts’, and uncles’ socioeconomic characteristics have few direct effects on Educational Success. Furthermore, resources in the extended family compensate for lacking resources in low-SES families, which in turn promote children’s Educational Success. The main conclusion is that the total effect of family background on Educational Success originates in the immediate family, the extended family, and in interactions between these two family environments.

  • Equal Access but Unequal Outcomes: Cultural Capital and Educational Choice in a Meritocratic Society
    Social Forces, 2009
    Co-Authors: Mads Meier Jæger
    Abstract:

    This article argues that existing studies on cultural capital and Educational Success fail to distinguish the different channels through which cultural capital promotes Educational Success. Following Bourdieu, the article proposes that for cultural capital to promote Educational Success three conditions must hold: (1. parents must possess cultural capital, (2. they must transfer their cultural capital to children, and (3. children must absorb cultural capital and convert it into Educational Success. This research develops an empirical model that analyzes the significance of the three effects with respect to Danish children’s choice of secondary education. Denmark is well-suited for this study because access to secondary education is particularly meritocratic. The empirical analysis shows that all three channels through which cultural capital affects Educational Success are important.