Family Instability, School Context, and the Academic Careers of Adolescents

Autor/inn/en	Cavanagh, Shannon E.; Fomby, Paula
Titel	Family Instability, School Context, and the Academic Careers of Adolescents
Quelle	In: Sociology of Education, 85 (2012) 1, S.81-97 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040711427312
Schlagwörter	Adolescent Development; Course Selection (Students); Family Structure; Family Relationship; Educational Environment; Mathematics Achievement; Correlation; High Schools; Academic Achievement; Incidence; Statistical Analysis; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; Familienkonstellation; Familiensystem; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; High school; Oberschule; Schulleistung; Vorkommen; Statistische Analyse
Abstract	An emerging literature suggests that the increasingly complex family histories of American children are linked with multiple domains of adolescent development. Much of this scholarship focuses on associations at the individual level. Here, the authors consider whether key dimensions of the school context, specifically the aggregate level of family instability and the academic press within schools, moderate the link between family instability and young people's course-taking patterns in mathematics in high school. Using the school-based design and the retrospective reports of family structure in the National Longitudinal Study of Adolescent Health and the linked academic transcript data in the Adolescent Health and Achievement Study (n = 6,545), the authors find that students from unstable families do more poorly when they attend schools with a high proportion of academically oriented students. The prevalence of family instability in a school does not moderate the individual experience of family instability in predicting course-taking patterns. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10