Education and the Family

Feinstein, Leon; Duckworth, Kathryn; Sabatés, Ricardo

doi:10.4324/9780203894927

Cited by 79 publications

(37 citation statements)

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“…For instance, mother's 'age at childbirth' is associated with child outcomes (Goisis 2015); and women who postpone childbearing tend to have a stronger attachment to employment (Miller 2011). Similarly, higher 'educational levels' and 'prior work experience' reflect women's commitment to paid work and their greater chances of being employed after childbirth (Cigno 1991;Gustaffson et al 1996); while at the same time they are important markers of socioeconomic status known to be associated with child development (Feinstein, Duckworth, and Sabates 2008). The 'mother's health' after childbirth might affect her ability to work, and is also believed to play a fundamental role in her children's mental and physical development (e.g., Downey and Coyne 1990).…”

Section: Methodsmentioning

confidence: 99%

Maternal employment and the well-being of children living with a lone mother in Scotland

Fiori¹

2020

DemRes

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Section: Methodsmentioning

confidence: 99%

Maternal employment and the well-being of children living with a lone mother in Scotland

Fiori¹

2020

DemRes

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“…Research consistently shows that student achievement, including mathematics and science proficiency, is strongly associated with students' family background (e.g., OECD, 2016aOECD, , 2019Mahler & Kölm, 2019). Highly educated parents with prestigious jobs, high income and strong social networks typically have more economic, cultural, and social resources available to support the educational success of their children (e.g., Feinstein, Duckworth, & Sabates, 2008). Moreover, profi ciency in the language of instruction is crucial for acquiring new competencies in school (Kempert et al, 2016;Prevoo et al, 2016;, including knowledge and skills in mathematics and the natural sciences (e.g., Härtig, Heitmann, & Retelsdorf, 2015).…”

Section: Learning Conditions Of Recently Arrived Refugee Studentsmentioning

confidence: 99%

Mathematics and science proficiency of young refugees in secondary schools in Germany

Schipolowski¹,

Edele²,

Mahler³

et al. 2021

JERO

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Reliable information on the integration of refugee students in the German educational system is scarce. In this paper, we examine refugee students’ proficiency in mathematics, biology, chemistry, and physics in comparison to other students with and without an immigrant background, including non-refugee foreign-born students. We analyzed test data from 44,882 ninth-grade students, including 939 refugees, who participated in a national educational monitoring study in Germany (IQB Trends in Student Achievement 2018). In a series of regression models, we estimated the extent to which differences in students’ language proficiency and their families’ social background account for disparities in mathematics and science achievement. Compared to students without an immigrant background, refugee students’ achievement scores were on average 15 to 17 points lower (on a scale with SD = 10 for all ninth-grade students in Germany). Refugees also scored substantially lower than non-refugee foreign-born students (difference of 7 to 10 points). Taking social background and language proficiency into account substantially reduced refugees’ achievement disadvantage to 2 to 5 points compared to students without an immigrant background and to 1 to 5 points compared to non-refugee foreign-born students, with language proficiency explaining the largest proportion of variance. The remaining disparities correspond to a learning gain of roughly one school year in Germany. The results emphasize the importance of providing effective support aimed at fostering refugees’ proficiency in the language of instruction.

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“…The higher the educational level of the family, the higher the expectations are for the adolescent children (cf. Feinstein et al., 2008):Well, general upper secondary school has always been an obvious choice, so I did not think about vocational school at all in any phase. It is just that it better opens the possibilities for university and elsewhere, too.…”

Section: Resultsmentioning

confidence: 99%

“…Everyday family practices embrace societal and cultural positioning as well as social and cultural resources. Parenting includes parental expectations, parental practices in relation to their children’s schooling, and representations of their children’s abilities (Feinstein, Duckworth, & Sabates, 2008; Räty & Kasanen, 2010). Tolonen (2008) pointed out that new studies of economic and social differences are understood through the concepts of culture, identity and lifestyle combined with the notion of gender.…”

Section: Family and Career Construction Of Young Peoplementioning

confidence: 99%

Educational pathways of ninth grade adolescents: Transition practices in vocational and academic families

Vanhalakka-Ruoho

Koski

Silvonen

et al. 2016

Australian Journal of Career Development

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The study analyses how the educational pathways of ninth graders are constructed by practices of adolescents and their parents in families with different educational statuses. The importance of contextualising the educational transition as it occurs in daily life and socially structured family cultures is emphasised. The research question is: How is the choice of educational route of ninth graders constructed by the practices of the adolescents and the parents in vocational and academic families? What does characterise different pathways and what kinds of distinctions, differences and contrasts of transition practices do exist between them? The interview sample consisted of 16 Finnish families. The interviews were carried out in three forms: a family discussion interview, a thematic interview of the adolescents, and a life-history interview of the parents. The results introduce the main characteristics and distinctions of transition practices of the vocational and academic families.

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Education and the Family

Cited by 79 publications

References 0 publications

Maternal employment and the well-being of children living with a lone mother in Scotland

Maternal employment and the well-being of children living with a lone mother in Scotland

Mathematics and science proficiency of young refugees in secondary schools in Germany

Educational pathways of ninth grade adolescents: Transition practices in vocational and academic families

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