First Grade and Educational Attainment by Age 22: A New Story  

Oleh:

Entwisle, Doris R. ; Alexander, Karl L. ; Olson, Linda Steffel

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: AJS: American Journal of Sociology vol. 110 no. 05 (Mar. 2005), page 1458-1502.
Topik: Educational Attainment; First Grade
Fulltext: A13; 2005; 110; 5; 1458.win.pdf (256.22KB)

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Perpustakaan PKPM Nomor Panggil: A13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Studies of the persistence of social stratification rely heavily on students’ experience in secondary schools. In this study, outcomes for a randomly selected panel of Baltimore children, followed from age 6 to age 22, demonstrate that first graders’ social contexts and personal resources explain educational attainment levels in early adulthood about as well as do similar resources measured in adolescence. Years of schooling and the highest level of school attempted respond most strongly to family SES, but parental psychological support and the child’s own temperament/disposition had substantial effects on first-grade academic outcomes. The predictive power of race, gender, SES, and neighborhood quality measured in first grade on educational status at age 22 supports Lucas’s “effectively maintained inequality.”

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