Structural and motivational mechanisms of academic achievement: a mediation model of social‐background effects on academic achievement

This paper takes up ongoing discussions on the inequality of educational opportunities and formulates a conceptual model to link separate lines of research. Our particular focus is on combining motivational and structural approaches into a mediation model that explains differences in academic achievement. In the literature, four main mechanisms of social reproduction are discussed. Two main pathways refer to (1) parents’ expectations regarding their children’s academic success and (2) replicating cultural capital through intra‐familial cultural practices. (3) Parents’ perception of children’s abilities depends on social position and is influential for expectations of success. (4) For all three pathways, we expect effects on students’ motivational characteristics, which in turn influence academic achievement. We test our conceptual model by structural equation modelling using longitudinal data from primary school students in Germany. Empirical evidence is in line with the assumptions in the model. Cultural reproduction and expectations of success can be seen as the key components of the model. However, both chains of reproduction are related to each other by parents’ perception of child’s ability, and their effects are mediated by child’s motivational characteristics.     

Demands of Maternal Chronic Illness and Children’s Educational Functioning: An Exploratory Study

The study explored the associations between characteristics (e.g., type of illness, years of illness, time spent on managing illness related activities, and the extent of physical impairment) of maternal chronic illness, household income, demands of illness experienced by the patients and their families, and their children’s academic achievement. One hundred and fifty mothers who were diagnosed with chronic physical illness (e.g., diabetes, cancer, multiple sclerosis, HIV/AIDS, etc.) participated in this study by completing a questionnaire asking their medical condition, experienced demands imposed by their illness, as well as their children’s grades in school. The results indicated that years of illness, extent of physical impairment, time spent on managing illness related activities, and household income were significantly associated with the demands imposed by the mothers’ physical illness. Household income was found to be the most robust predictor of children’s grades in the sample of chronically ill mothers. Implications and limitations of the present study will be discussed.     

Emotional Safeguarding: Exploring the Nature of Middle‐Class Parents’ School Involvement1

Although discussion of parents’ school involvement generally surrounds academic success, there are also emotional motivations for parents’ school interventions. In this exploratory analysis, based on interviews with 21 parents and teachers, I show how these middle‐class parents’ concerns for children extend beyond grades and academic success to the children’s own emotional comfort with schooling. I discuss examples of emotional safeguarding, a parental practice to protect children’s happiness at school. Results also suggest that emotional and academic concerns for children at school are interrelated, and parents often approach the emotional with the academic in mind. Parents focus on reducing children’s anxiety or discomfort at school with the ultimate goal of instilling a love of learning. The parents in this study perceive an emotional route to achieving academic success for their middle‐class children. Unlike parents, teachers in the study identify parents’ concerns as academic or a product of parents’ anxiety. This research introduces the possibility that while parents’ academic concerns are very real, they are also accompanied by equal and occasionally greater concerns for children’s happiness and well‐being at school.     

Inclusive education: an examination of school relationships and student interactions

The aim of this paper is to examine inclusive education in multicultural contexts from an interaction networks perspective. The paper is based on the idea that inclusive education can be better understood by studying how native and non-native students interact, and what kinds of networks they establish in school. To do so, we assume two premises: (a) class-group dynamics can have a socially inclusive impact and (b) the composition of classroom social networks often plays a significant role in educational achievement, especially in classes with students with different cultural backgrounds. Starting from these premises, we firstly discuss the relevance of research and theory on social and personal networks regarding both social inclusion and academic performance. We subsequently review recent literature on ‘social support’ as a factor that is directly related to the inclusion of minority cultural groups in school. We then discuss the importance of the relationships developed among them and their influence on academic performance. School relationships – student networks in and out of school and classroom dynamics – can be developed and shaped in many different ways and across numerous opportunities to enhance educational performance in inclusive multicultural environments.     

How does cultural capital affect educational performance: Signals or skills?

In this paper, we test two mechanisms through which cultural capital might affect educational performance: (a) teachers misinterpreting cultural capital as signals of academic brilliance and (b) cultural capital fostering skills in children that enhance educational performance. We analyse data from the ECLS-K and ECLS-K:2011 from the United States and focus on three aspects of children’s cultural capital: participation in performing arts, reading interest and participation in athletics and clubs. We find that (1) none of the three aspects of cultural capital that we consider affects teachers’ evaluations of children’s academic skills; (2) reading interest has a direct positive effect on educational performance; and (3) the direct effect of reading interest on educational performance does not depend on schooling context. Our results provide little support for the hypothesis that cultural capital operates via signals about academic brilliance. Instead, they suggest that cultural capital fosters skills in children that enhance educational performance. We discuss the theoretical implications of our findings.     

Children’s Experiences of Completing a Computer‐Based Violence Survey: Ethical Implications

This article aims to contribute to the discussion about the ethics of research on children when studying sensitive issues such as violence. The empirical analysis is based on the accounts given by children (11 377) who completed a computer‐based questionnaire about their experiences of violence (‘The Finnish Child Victim Survey 2008’) and their reflections on the survey. We argue that experiences of violence should not be excluded from the research agenda on children due to ethical reasons, but that a more sophisticated practice should be developed instead to meet the needs and rights of children as informants. © 2010 The Author(s). Journal compilation 2010 National Children’s Bureau and Blackwell Publishing Limited.     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.     

Supporting the caregiver-child dyad’s relationship: An evaluation of implementation quality in the Chilean Crecer Jugando program

This study presents an evaluation of the implementation quality of the Chilean program Crecer Jugando (CJ), a 16 weekly sessions group-based parenting program for children 0 to 4 years old and their primary caregivers aiming at promoting positive caregiver-child interaction. The implementation of CJ in two public health care centers (HCC) in Chile’s Metropolitan Region was assessed based on Donabedian’s theoretical model, focusing on the dimensions of the program’s structure (e.g., infrastructure and supplies), processes (e.g., coordination of CJ team with the HCCs, participants’ attendance, CJ team interaction with participating children), and preliminary outcomes (i.e., parenting stress, caregiver-child interaction). A total of 63 main caregiver-child dyads participated in the study, which took place over a six-month period. Results indicated that the CJ program was feasible to be implemented in two HCCs and would benefit from improving the coordination with the HCCs and the quality of interaction of the CJ team with participating children. After participation in the CJ program, caregivers showed a decrease in their parenting stress. Lessons learned are discussed.     

Parental Divorce: A Protection from Later Delinquency for Maltreated Children

Family structure and maltreatment (abuse and neglect) have been identified as predictors of youth delinquency, although the relationship is not clear. This article furthers this research by studying a sample of maltreated children (n = 250) in one Midwest county, and through a multiple regression analysis of many risk factors, the study identified only one significant delinquency variable that made delinquency less likely—children who experience parental divorce. Some established risk factors were surprisingly found not to be predictive of later delinquency: minority race, one-parent families, youth substance abuse, recurrent maltreatment, and youth behind in academic grade level. Implications for the family studies and juvenile justice fields are set forth.     

Children’s Experiences of Completing a Computer-Based Violence Survey: Finnish Child Victim Survey Revisited

The involvement of children as research subjects requires special considerations with regard to research practices and ethics. This is especially true concerning sensitive research topics such as sexual victimization. Prior research suggests that reflecting these experiences in a survey can cause negative feelings in child participants, although posing only a minimal to moderate risk. Analyzing only predefined, often negative feelings related to answering a sexual victimization survey has dominated the existing literature. In this article children’s free-text comments about answering a victimization survey and experiences of sexual victimization are analyzed together to evaluate the effects of research participation in relation to this sensitive issue. Altogether 11,364 children, aged 11–12 and 15–16, participated in the Finnish Child Victim Survey in 2013. Of these, 69% (7,852) reflected on their feelings about answering the survey. Results indicate that both clearly negative and positive feelings are more prevalent among victimized children compared to their nonvictimized peers. Characteristics unique to sexual victimization as well as differences related to gender and age are also discussed. The study contributes to the important yet contradictory field of studying the effects of research participation on children.     

Youth interaction with online strangers: experiences and reactions to unknown people on the Internet

Previous research on youths’ experiences with online strangers has mostly utilized quantitative designs which may result in the omission of important parts of the youths’ experiences and perceptions. In this qualitative study, we adopt a child-centred approach and focus on the children’s and adolescents’ experiences with unknown people from the Internet. This is one of the most pronounced parental concerns, despite the fact that an online presence is now normative for most children. We use the data from focus-groups and individual interviews in nine European countries (N?=?368) conducted with youths between the ages of 9 and 16 years. Participants were asked about their perceptions of potentially negative or problematic situations while using the Internet and digital technology. Using thematic analysis, we classified youths’ experiences and reactions related to interacting with online strangers in four themes: (1) non-verbal interaction; (2) initiation of contact; (3) communication; and (4) face-to-face meeting. In all four levels of interactions, children and adolescents reported a variety of positive and negative experiences and reactions. We interpret our findings with a co-construction model which perceives children and adolescents as active participants in the online world. We conclude that children are successfully making active decisions to initiate, continue, and stop interactions with unknown people from the Internet. These findings broaden the current perspectives of youths’ meetings with unknown people online.     

Making space for ‘the social’: connecting sociology and professional practices in urban lighting design

Lighting is increasingly recognized as a significant social intervention by both lighting professionals and academic social scientists. However, what counts as ‘the social’ is diverse and contested, with consequences for what kind of ‘social’ is performed or invented. Based on a long‐term research programme, we argue that collaboration between sociologists and lighting professionals requires negotiating discourses and practices of ‘the social’. This paper explores the quality and kinds of spaces made for ‘the social’ in professional practices and academic collaborations, focusing on two case studies of urban lighting that demonstrate how the space of ‘the social’ is constrained and impoverished by an institutionalized division between technical and aesthetic lighting. We consider the potential role of sociologists in making more productive spaces for ‘the social’ in urban design, as part of the central sociological task of ‘inventing the social’ (Marres, Guggenheim and Wilkie 2018) in the process of studying it.     

Are there children to educate for peace in conflict‐ridden areas? A critical essay on peace and coexistence education

In this paper, I reflect on the education that is being conducted in two Israeli schools, often held up as exemplary, that have the declared educational aim of cultivating tolerance and recognition of otherness. What is ‘going on’ with those presumed to be the primary beneficiaries (the children studying at these schools) of an integrated educational enterprise? Should the focus for future peace be on these children at all. I take a critical look at the way we are attempting to forge a peaceful future through our young.     

Factors related to students’ achievements: comparing Israeli Bedouin and Jewish students in college education

This study examined factors contributing to the achievements of Israeli Bedouin and Jewish students in an Israeli college for teacher education. The study employed Tinto’s model and its core concepts of academic and social integration as main explanatory factors for student achievement in an academic institute. Background characteristics were also suggested as potential predictors. Data were collected in an Israeli college for teacher education from 82 Israeli Bedouin and 160 Jewish students at three points in time. Effects of each variable, as well as interaction effects between independent variables (such as socioeconomic background, entrance data) and intermediary variable (social and academic integration) in relation to the dependent variable (achievements) were analysed. Patterns of factors related to achievements of the two groups were compared. The main explanatory variables were matriculation mean grades (14%) and gender (18.3%). A significant interaction effect was found between group and social integration, meaning that only in the Israeli Bedouin group did social integration have a significant effect. Considering the Israeli Bedouin group alone, the matriculation score explained 20% of the variance, gender explained 6.2%, and the rationale for occupational choice explained 5.1%. The results are discussed in the framework of the institutional context and the cultural background of the two groups, also suggesting the need to examine possible institutional actions relating to these findings.     

The Well‐Being of Children Born to Teen Mothers

Children born to early child bearers are more likely than other children to display problem behaviors or poor academic performance, but it is unclear whether early childbearing plays a causal role in these outcomes. Using multiple techniques to control for background factors, we analyze 2,908 young children and 1,736 adolescents and young adults in the National Longitudinal Survey of Youth (NLSY79) and the NLSY79 Children and Young Adults (CNLSY79) data sets to examine whether early childbearing causes children’s outcomes. We find evidence that teen childbearing plays no causal role in children’s test scores and in some behavioral outcomes of adolescents. For other behavioral outcomes, we find that different methodologies produce differing results. We thus suggest caution in drawing conclusions about early parenthood’s overarching effect.     

Parental Conflict and College Student Functioning: Impact of Child Involvement in Conflict

Parental conflict is associated with negative effects on children, and child feelings of involvement in conflict might exacerbate negative outcomes. Research has yet to explore the long-term impact of both parental conflict and caught feelings. In a sample of college students, linear regressions (N = 800) indicated that regardless of parent marital status, children’s feelings of involvement in parental conflict were important predictors of academic and psychological functioning, and in some cases mediated the relationship between conflict and adult child outcomes. Given that parental conflict is common, it appears important to minimize children’s involvement in conflict, as it can have lasting impacts.     

Natural justice and the big public inquiry: a sociological perspective

The paper argues that discussion about procedural reform of the public inquiry system in academic public administration has taken an overly formal view of procedures and has failed fully to understand how and why there is widespread criticism of‘Big Public Inquiries’from those who participate in them. Following a review of the central problems with the existing public inquiry process, it is suggested that the work of Basil Bernstein on the‘classification’and‘framing’of knowledge can be readily utilised to develop a perspective for studying natural justice in big public inquiries m a sociological rather than merely a legal sense.     

Desegregation: The Assimilation of a Minority Population

Abstract

A theoretical model viewing the desegregated elementary school as an instrument for the assimilation of ethnic minority children was tested using a sample of Mexican-American elementary school students. Using Milton Gordon's concepts of structural and cultural assimilation, it was hypothesized that the Mexican-American students who were ingroup oriented (unassimilated) would be less likely to integrate into the Anglo peer group (structural assimilation) and would receive a lower G.P.A. (cultural assimilation). For female students, ethnic ingroup orientation was directly related to Anglo peer group integration, as hypothesized. However, ethnic ingroup orientation was not directly related to academic G.P.A. (cultural assimilation), but rather ethnic attitudinal disposition was indirectly related to academic G.P.A. through Anglo peer group integration. For males, the relationship between ingroup orientation and academic G.P.A. was present, as hypothesized. However, ethnic attitudinal disposition was not related to Anglo peer group integration. The relationship between Anglo peer group integration and academic G.P.A. was present as hypothesized, indicating the level of efficiency in assimilating minority populations.     

The education of children and adolescents in out-of-home care: a problem or an opportunity? Results of a longitudinal study

The education of children in care is an issue that often falls into a no man’s land in which responsibility always seems to be attributed to the other ‘department’. Furthermore, all too often, teachers, educators and foster parents find themselves working with these children with no support, as if they were isolated cases. The aim of this study is to get to know the school situation of children in different types of out-of-home care: residential, kinship and non-kinship care. Systematic data on the school situation of 11–16-year-olds (on class attendance, school behaviour, academic results and guidance towards post-compulsory education) were gathered over a period of 5 consecutive school years. A 3-year longitudinal study on the same items (N?=?391) was made and time-series data were gathered for 5 years (N?=?1841). Results show that the in-care population is at a clear disadvantage and inequality of opportunities compared to the general population in relation to their educational pathways and outcomes; the most disadvantaged being the population in residential care. Recommendations are included, posing the challenge that what has to date been considered a ‘problem’ should become an opportunity for these children.     

Beyond the Preschool Years: Children’s Perceptions About Starting Kindergarten

This article describes a research study that investigated three‐ and four‐year‐old Canadian preschool children’s perceptions about starting kindergarten. Findings from 33 focus‐group discussions suggest that children begin to formulate ideas about starting kindergarten prior to school entry. Children’s responses were grouped according to three themes, play versus academic activities and homework; getting bigger but still needing help; and rules. Overall, the responses highlighted their expectations regarding continuity and discontinuity between the two environments. These findings support the position that children should be given the opportunity to contribute to the planning of transition practices.