Family socioeconomic status and inequality of opportunity.

Autor/in	Caro, Daniel H.
Titel	Family socioeconomic status and inequality of opportunity. Gefälligkeitsübersetzung: Familiärer sozioökonomischer Hintergrund und Chancenungleichheit.
Quelle	Berlin: Freie Universität Berlin (2010), XVI, 189 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Berlin, Freie Universität Berlin, Diss., 2010.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:kobv:188-fudissthesis000000015377-0
Schlagwörter	Bildung; Erziehung; Bildungschance; Chancengleichheit; Familie; Bildung; Chancengleichheit; Dissertation; Erziehung; Familie; Modell; Schullaufbahn; Leistung; Ergebnis; Schullaufbahn; Übergang; Sozioökonomie; Arbeitskraft; Dissertation; Ergebnis; Leistung; Modell
Abstract	Research has shown that family socioeconomic status (SES) is related to educational and labor force outcomes over the life course. Thus, children from socioeconomically disadvantaged families are more likely to have low SES as adults. The present dissertation examines three key aspects related to the intergenerational transmission of family SES. The first is the relationship between family SES and achievement growth in school. Most studies indicate that children from high SES families grow more rapidly in their skills than those from low SES families, thereby favoring a widening gap in academic achievement. Often, these studies suffer from multiple methodological flaws, though. The present analyses with data from Hamburg, Germany (N = 12,959), and Canada (N = 6,290) add to previous research by drawing on a greater source of intra-individual variability (3 and 4 four measurement points, respectively) and by using a variety of regression techniques well suited to the longitudinal data. The results reveal that the gap in academic achievement widens in Canada and narrows in Hamburg. This is explained in terms of the relatively open and egalitarian school policies and practices in Hamburg. The second key aspect is the role of achievement growth in teacher´s school track recommendations. The literature conclusively shows that recommendations are affected by current academic achievement levels and family SES, but neglects the influence of achievement growth. Drawing on longitudinal data from Berlin, Germany (N = 2,242), consisting of 3 measurement points, reliability-adjusted measures of individual growth and their effect on teacher´s recommendations are estimated. The analyses indicate that teachers reward achievement growth in their track recommendations, so that students growing more rapidly in their skills are more likely to obtain a recommendation for the college preparatory track even taking into account their family SES or initial achievement levels. Also, females, immigrants, and higher SES students are more likely to obtain a college track recommendation other things being equal. And the probability of a college track recommendation decreases in classes with higher achievement levels and smaller proportion of immigrants. The third aspect is the study of the dominating gateways for family SES influences on academic achievement, course-enrollment decisions in high school, college attendance, and labor force outcomes. The analyses are based on a single cohort followed longitudinally in a U.S. study spanning 17 years (N = 2,264). The results indicate that in the U.S. the achievement gap associated with family SES widens from early to late adolescence due in part to course-enrollment decisions; that college enrollment is largely explained by achievement levels and gains in school but is also directly influenced by family income and father´s occupational status; that educational attainment and cognitive skills fully mediate the effects of family SES on earnings and occupational status; and that cognitive skills are valued in the labor market irrespective of educational attainment and family SES. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2012/4