ERIC Number: ED106686
Record Type: RIE
Publication Date: 1975-Mar
Reference Count: 0
Self-Concept: The Linkage Between Family Background, School Context and Educational Success.
Felice, Lawrence G.
The purpose of this paper was to assess the relative contribution of family background and school contextual factors to the explanation of variance in self-concept among high school students and to evaluate the effect of self-concept on subsequent student achievement performance. Data for the project was gathered from a three-year study of the determinants of achievement for majority and minority students in segregated and desegregated school settings. Operationalizations used in the study included: (1) family socialization practices, (2) family authority structure, (3) family educational orientation, (4) socioeconomic position, (5) school contextual factors, (6) achievement and I.Q., and (7) self-concept. The conclusions reached from the study were: (1) Self-concept is a significant determinant of student achievement performance, (2) Controls for self-concept reduce the relationship between student achievement performance and each of the independent variables, (3) Family socialization practices exercise a larger effect on self-concept than any other variable. These results suggest that the family must be brought into the everyday interactional exchanges occuring in the schools in order for such progras to be successful. (Author/PC)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 1975)