Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-23T07:35:04.819Z Has data issue: false hasContentIssue false
  • English
  • Français

Family environment and cognitive correlates of young adults' social status attainment: ethnic group differences

Published online by Cambridge University Press:  31 July 2008

Kevin Marjoribanks
Kevin Marjoribanks
Affiliation:
University of Adelaide, Australia
Get access Rights & Permissions [Opens in a new window]

Summary

A longitudinal sample of 21-year-old Australians from Anglo-Australian, Greek and Southern Italian families was used to examine relationships of children's cognitive performance, family learning environments, adolescents' perceptions of family learning contexts, and measures of young adults' social status attainment. Generally, the findings using a regression approach indicated that there were ethnic group differences in the relations between parents' academic socialisation, children's cognitive performance, and measures of young adults' social status attainment. The results also showed that in each ethnic group, adolescents' perceptions of parents' support for learning had strong associations with young adults' status attainment.

Type
Research Article
Information
Journal of Biosocial Science , Volume 23 , Issue 4 , October 1991 , pp. 491 - 498
Copyright
Copyright © 1991, Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Broom, L., Duncan-Jones, P., Jones, F. L. & McDonnell, P. (1980) Investigating Social Mobility. Oxford University Press, New York.Google Scholar
Campbell, R. T. (1983) Status attainment research: end of the beginning or beginning of the end? Sociol. Educ. 56, 47.CrossRefGoogle Scholar
Coleman, J. S. (1987) Families and schools. Educ. Res. 16, 32.CrossRefGoogle Scholar
Dencik, L. (1989) Growing up in the post-modern age: on the child's situation in the modern family, and on the position of the family in the modern welfare state. Acta Sociologica, 32, 155.CrossRefGoogle Scholar
Hauser, R. M. & Mossel, P. A. (1985) Fraternal resemblance in educational attainment and occupational status. Am. J. Sociol. 91, 650.CrossRefGoogle Scholar
Hauser, R. M. & Sewell, W. H. (1985) Birth order and educational attainment in full sibships. Am. J. educ. Res. 22, 1.CrossRefGoogle Scholar
Marjoribanks, K. (1982) Sibling and family environment correlates of children's achievement: ethnic group differences. J. biosoc. Sci. 14, 99.CrossRefGoogle ScholarPubMed
Marjoribanks, K. (1988) Sibling, family environment and ability correlates of adolescents' aspirations: ethnic group differences. J. biosoc. Sci. 20, 203.CrossRefGoogle ScholarPubMed
Ross, K. N. (1988) Sampling errors: In: Educational Research, Methodology and Measurement:An International Handbook, pp 537–541. Edited by Keeves, J. P.. Pergamon, Oxford.Google Scholar
Schulenberg, J. E., Vondracek, F. W. & Crouter, A. C. (1984) The influence of the family on vocational development. J. Marriage & Fam. 46, 129.CrossRefGoogle Scholar
Seginer, R. (1983) Parents' educational expectations and children's academic achievement: a literature review. Merill-Palmer Q. 29, 1.Google Scholar
Seginer, R. (1986) Mothers' behaviour and sons' performance: an initial test of an academic achievement path model. Merill-Palmer Q. 32, 153.Google Scholar