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Descriptors:
Foreign Countries; Social Class; Labor Market; Women Faculty; Role; Gender Differences; Labor Force; Social Capital; Occupational Aspiration; College Faculty; Work Attitudes; Personal Narratives; Social Mobility; Educational Attainment; Ethnicity; Family Characteristics; Success

Abstract:
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents' stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents' stories and experiences of their career success is inadequate because it has historically neglected to take account of women's position in the labour market. Drawing on an example from my data examining the influence of the respondents' familial attitudes and dispositions towards education, the paper contends that Bourdieu's concept of habitus is an invaluable tool for theorising senior female academics' pathways to career success by bringing together a cultural, social and economic understanding of social class and gender. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Student Attitudes; Peer Relationship; Grade 5; Learner Engagement; Role; Socialization; Correlation; Outcomes of Education; Peer Influence; Longitudinal Studies; Surveys; Elementary School Students; Institutional Characteristics; Individual Characteristics; Family Characteristics

Abstract:
During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9% male, 51.4% White, 17.8% Hispanic, 7.6% African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Mexicans; Migration Patterns; Semi Structured Interviews; Decision Making; Academic Aspiration; Economic Factors; Social Influences; Acculturation; Youth; Immigration; Mexican Americans; Family Influence; Family Characteristics

Abstract:
We explored migration decisions using in-depth, semistructured interviews with male and female youth ages 14 to 24 (n = 47) from two Mexican communities, one with high and one with low U.S. migration density. Half were return migrants and half were nonmigrants with relatives in the United States. Migrant and nonmigrant youth expressed different preferences, especially in terms of education and their ability to wait for financial gain. Reasons for migration were mostly similar across the two communities; however, the perceived risk of the migration journey was higher in the low-density migration community whereas perceived opportunities in Mexico were higher in the high-density migration community. Reasons for return were related to youths' initial social and economic motivations for migration. A greater understanding of factors influencing migration decisions may provide insight into the vulnerability of immigrant youth along the journey, their adaptation process in the United States, and their reintegration in Mexico. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Intervention; Best Practices; Culturally Relevant Education; Cultural Relevance; Educational Principles; Reflection; Family Characteristics; Cultural Awareness; Program Evaluation; Change Strategies; Integrated Services

Abstract:
The purpose of this article is to provide a framework that offers a way for early intervention (EI) service providers to better meet the needs of the culturally diverse children and families they serve. This framework was created to organize existing research and literature on cultural responsiveness in a way that fit the unique context of EI. The framework draws from multiple fields of study, including early childhood, multicultural, and special education, as well as psychology and speech-language pathology, and synthesizes knowledge and best practices into four guiding principles: (1) Examining One's Own Culture; (2) Acquiring Knowledge of Family Cultures; (3) Building Culturally Responsive Practices; and (4) Reflecting and Evaluating Practices. Each principle ties together correspondent themes and ideas from multiple fields, and suggests knowledge and best practices that can be utilized to increase one's cultural responsiveness when working with families. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Mathematics Achievement; Program Effectiveness; Foreign Countries; Feedback (Response); Family Characteristics; Numeracy; Case Studies; Comparative Analysis; Models; Outcomes of Education; Scores; Accountability; Achievement Gains; Reading Achievement; Grade 6; Grade 4; Grade 5; Elementary School Students

Abstract:
Educational effectiveness research often appeals to "value-added models (VAM)" to gauge the impact of schooling on student learning net of the effect of student background variables. A huge amount of cross-sectional studies do not, however, meet VAM's requirement for longitudinal data. "Contextualised attainment models (CAM)" measure the influence of schools on student outcomes controlling for family background characteristics in cross-sectional studies. It is argued that the latter are adequate substitutes for student prior attainment. Drawing on data from a 3-point longitudinal study in the city of Berlin, Germany (n = 3,074), reading and mathematics achievement of primary students are investigated to assess effectiveness measures of schools. Estimates are compared for a 3-level growth curve analysis (VAM), a hierarchical linear model controlling for background characteristics (CAM), and one additionally controlling for prior achievement scores (prior attainment model). The article contributes to the enhancement of a feedback culture for cross-sectional study results. (Contains 5 tables, 5 figures and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Tutoring; Foreign Countries; Probability; Private Schools; Family Characteristics; Family Income; College Entrance Examinations; Parent Background; Educational Attainment; Regression (Statistics); Equal Education; Social Mobility; Scores; College Preparation

Abstract:
This paper examines the determinants of students' performance on the entrance test at Universidade Federal de Pernambuco, Brazil. Particular attention is paid to the importance of family background variables, such as parents' education and family income, on students' performance and how they relate to the probability of attending public schools and private tutoring classes. Results suggest that parents' education and study environment are key determinants of students' achievements. Also, they are positively related to the probability of attending private schools and private tutoring classes, which are both estimated to have a positive effect on test scores. Finally, the quantile regression estimation shows that the effect of parents' education and family income varies across the conditional score distribution. These results highlight the need for developing policies that seek to improve the equality of opportunities in access to higher education. They are of special importance for a developing country like Brazil, in which not only the level of inequality is among the highest in the world but also the level of social intergenerational mobility is among the lowest compared to international standards. (Contains 4 tables, 2 figures and 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Persistence; Time to Degree; Institutional Characteristics; School Demography; Disadvantaged Schools; Economically Disadvantaged; Advantaged; High Schools; Longitudinal Studies; High School Seniors; College Students; Multivariate Analysis; College Preparation; Difficulty Level; Family Characteristics; Transfer Rates (College)

Abstract:
Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from 4-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in 2-year colleges have higher transfer rates to 4-year institutions; however, these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Family Characteristics; Academic Achievement; Aptitude Tests; Achievement Tests; Foreign Countries; College Admission; Regression (Statistics)

Abstract:
In recent years there has been a debate over the alleged superiority of achievement tests over aptitude tests on the grounds that the first would be fairer for college admissions and less influenced by family background. The switch from aptitude tests to achievement tests in Chile presented a unique opportunity to examine this claim. Regression analysis was used to assess the impact of the change in test performance using data from seven cohorts of test-takers. The evidence does not support the superiority of achievement tests, particularly when these assess extensive contents. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preschool Children; Family Characteristics; Poverty; Disadvantaged; Disabilities; Poverty Programs; Disability Identification; Longitudinal Studies; Social Indicators; Cluster Grouping; Incidence; Social Services; Accessibility (for Disabled); Special Education; Participant Characteristics; Interviews; Caregiver Attitudes; Parent Attitudes; Child Welfare; Welfare Recipients; Statistical Surveys

Abstract:
This study examined the prevalence of indicators of disability or potential disability among preschool-aged children enrolled in the Early Head Start Research and Evaluation Longitudinal Follow-Up. Three categories of indicators were established: received Part B services, developmental risk, and biological risk. The majority of participating children (62%) were classified into at least one category. Children living in poverty from birth through preschool and of minority status were among those most likely to be classified; these children were likely to have received a variety of services. The majority of children who received Part C services (79.8%) received Part B services as preschoolers, but 33% of the children with a developmental risk identified before age 3 continued to have a developmental risk during preschool yet did not receive specialized services. Results highlight the importance of understanding the relations among child and family characteristics and service receipt to inform policy and practice. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Ownership; Family Characteristics; Academic Achievement; English; Mathematics; Mathematics Achievement; Socioeconomic Background

Abstract:
Household assets as part of youth's family background have been found to have a significant impact on youth's academic achievement. In this study, the impact of household possessions on youth's academic achievement in the Ghana YouthSave experiment is investigated. Findings support the hypothesized positive direction of the impact of household possessions on academic achievement of youth. Results show youth from households that reported owning at least one of the five household possessions scored almost one unit higher on English than their peers from households that do not own any. However, results indicate ownership of household possessions does not have a statistically significant impact on Math scores of youth. Consistent with prior studies, this study presents evidence of the importance of family economic background, particularly asset ownership, on youth's academic achievement. Policy implications are discussed. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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