Schools as Mediators of Neighbourhood Effects on Choice Between Vocational and Academic Tracks of Secondary Education in Helsinki

Kauppinen, Timo M.

doi:10.1093/esr/jcn016

Cited by 82 publications

(88 citation statements)

References 34 publications

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“…D. Gottfredson, Gottfredson, Payne, & Gottfredson, 2005;Payne, Gottfredson, & Gottfredson, 2003). Structural and organizational characteristics of a school, as well as its social climate, consistently correlate with unsatisfactory exam results (Goldstein & Sammons, 1997), school failure (Kauppinen, 2008;Van Houtte, 2004), and psychological well-being (De Fraine, Van Landeghem, & Van Damme, 2005). Many scholars have investigated the role of the school context in the explanation of juvenile delinquency (Demanet & Van Houtte, 2011;Fiqueira-Mcdonough, 1986;D.…”

Section: Context or Composition?mentioning

confidence: 99%

Schools and Child Antisocial Behavior

Pauwels

Svensson

2015

Sage Open

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Contextual research on delinquency is primarily based on the idea that residential areas provide a major ecological setting that (indirectly) shapes observed differences in delinquency. Just like neighborhoods, schools differ in terms of their level of structural characteristics such as the concentration of immigrant children and children from disrupted families. Such characteristics may also shape delinquency. The present study aims to test the relationship between structural characteristics of schools and child antisocial behavior, using a sample of elementary school children (N = 779, aged 10-12 years in the urban context of Ghent, Belgium). This study found that the concentration of children from disrupted families has an independent effect on child delinquency, independent of social bonds, moral cognitions, and moral emotions. The contextual effect is fully mediated by exposure to peer delinquency.Keywords school contextual effects, child antisocial behavior, moral beliefs and emotions, exposure to peer delinquency

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Section: Context or Composition?mentioning

confidence: 99%

Schools and Child Antisocial Behavior

Pauwels

Svensson

2015

Sage Open

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“…Finally, we also included neighborhood characteristics (neighborhood proportion of native Swedes and neighborhood perceived foreignness index) in our analysis. Earlier studies (Bergsten 2010;Brännström 2008;Kauppinen 2008;Ö sth, Andersson, and Malmberg 2013) have already suggested that school segregation is strongly coupled with neighborhood segregation. Our analyses confirm these findings and show that both types of segregation phenomena influence each other without a clear causal ordering (see Appendix Table A1).…”

mentioning

confidence: 99%

Identifying Complex Dynamics in Social Systems

Spaiser

Hedström

Ranganathan

et al. 2016

Sociological Methods & Research

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It is widely recognized that segregation processes are often the result of complex nonlinear dynamics. Empirical analyses of complex dynamics are however rare, because there is a lack of appropriate empirical modeling techniques that are capable of capturing complex patterns and nonlinearities. At the same time, we know that many social phenomena display nonlinearities. In this article, we introduce a new modeling tool in order to partly fill this void in the literature. Using data of all secondary schools in Stockholm county during the years 1990 to 2002, we demonstrate how the methodology can be applied to identify complex dynamic patterns like tipping points and multiple phase transitions with respect to segregation. We establish critical thresholds in schools' ethnic compositions, in general, and in relation

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“…Additionally, qualitative analysis revealed high barriers for those moving into new neighborhood networks, especially for boys and male adults (DeLuca et al 2012: 210ff.). In contrast, observational studies often find significant positive effects of indicators of good neighborhood quality on educational outcomes (e. g., Ainsworth 2002 andLeventhal &BrooksGunn 2000 for the U.S. and for the European context Andersson & Subramanian 2006;Kauppinen 2007Kauppinen , 2008Brännstrçm 2008;Helbig 2010). …”

Section: Collective Socializationmentioning

confidence: 99%

“…In line with this argument, Rendón (2014) finds neighborhood effects on the propensity to drop out of school to be mediated by school effects. At the same time, other studies that address both contexts simultaneously find neighborhood effects to disappear once school effects are taken into account (Kauppinen 2008;Goldsmith 2009). …”

Section: School or Neighborhood Effects?mentioning

confidence: 99%

The Social Geography of Education: Neighborhood, Class Composition, and the Educational Achievement of Elementary School Students in Zurich, Switzerland

Zangger

2015

Zeitschrift Für Soziologie

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Summary: Despite an impressive amount of research and policy intervention no robust pattern of neighborhood effects on educational attainment has previously been identified. Adequate theoretical modeling and the sensitivity of the results to the method of the study are the major challenges in this area of research. This paper elaborates the social mechanisms of neighborhood effects and applies various methodological approaches to test them. Using data from Switzerland, the research reported here has detected heterogeneous effects of neighborhood on elementary school students' educational achievement in Zurich. Although modest in comparison with the effects of classroom composition, these effects appear to be mediated primarily through social integration into a local peer network and are differentiated according to students' gender and their social origin.

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Schools as Mediators of Neighbourhood Effects on Choice Between Vocational and Academic Tracks of Secondary Education in Helsinki

Cited by 82 publications

References 34 publications

Schools and Child Antisocial Behavior

Schools and Child Antisocial Behavior

Identifying Complex Dynamics in Social Systems

The Social Geography of Education: Neighborhood, Class Composition, and the Educational Achievement of Elementary School Students in Zurich, Switzerland

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