Family structure, schoolmates, and racial inequalities in school achievement

  title={Family structure, schoolmates, and racial inequalities in school achievement},
  author={Carl L. Bankston and Stephen Caldas},
  journal={Journal of Marriage and Family},
This study examines the influence of schoolmate family structure, racial concentration, and socioeconomic status on the academic achievement of individual African American and White students. The data are drawn from the 1990 test results of 18,000 10th graders who took the Louisiana Graduation Exit Examination. The study finds that being surrounded by schoolmates from female-headed families had the second largest negative association with the academic achievement of African Americans, greater… 

Majority African American Schools and the Family Structures of Schools: School Racial Composition and Academic Achievement among Black and White Students

Abstract This research extends and revises research on the association between the racial composition of schools and academic achievement. Some earlier studies have looked at how the concentration of

The Effects of School Racial and Ethnic Composition on Academic Achievement during Adolescence

This research examines the effects of school racial and ethnic composition on students' academic achievement in the U.S. using the National Longitudinal Study of Adolescent Health and hierarchical

Family/School Inequality and African-American/Hispanic Achievement

Analyses of educational achievement and racial gaps, in particular, have demonstrated the importance of family background and school attributes. Little of this work, however, incorporates a broad,

Poverty, Race and the Contexts of Achievement: Examining Educational Experiences of Children in the American South Maryah

This paper reports findings of a study examining child-, classroom-, and school-level factors that effect academic achievement among public school children in the South. Using ECLS-K data, we compare

Poverty, race, and the contexts of achievement: Examining educational experiences of children in the U.S. south.

Findings are presented from a study examining child-, classroom-, and school-level factors that influence academic achievement among public school children in the South, and no influence of race on achievement remained.

Racial and Ethnic Stratification in Educational Achievement and Attainment

▪ Abstract Understanding racial, ethnic, and immigrant variation in educational achievement and attainment is more important than ever as the U.S. population becomes increasingly diverse. The Census

White Enrollment in Nonpublic Schools, Public School Racial Composition, and Student Performance

This research note presents preliminary research into the relationship between the racial composition of public schools in school districts and the percentages of white students in nonpublic schools

An exploration of the influence of demographic factors on individual and aggregate student achievement measurements in the Kentucky accountability system.


Socioeconomic Status, Ethnicity and the Context of Achievement in Minority Education.

Teachers have a unique position and opportunity by virtue of their profession to be able to present and guide students along a path of discovery. Educators, mentors, parents, communities are all

Being Well vs. Doing Well: Self-Esteem and School Performance among Immigrant and Nonimmigrant Racial and Ethnic Groups

It has frequently been suggested that the academic achievement of minority students may be hindered by low self-esteem in a white-dominated society. Some researchers and theorists, however, have



Summer Setback: Race, Poverty, School Composition, and Mathematics Achievement in the First Two Years of School.

In a longitudinal study of a random sample of Baltimore youngsters starting first grade, the mathematics achievement level of African-Americans and whites was almost identical. Two years later,

The effect of school population socioeconomic status on individual student academic achievement.

This study addresses the question of how the socioeconomic status (SES) of peers affects individual academic achievement. The authors examined this relationship while controlling for a variety of

Family structure, parental practices and high school completion.

Integrating ideas from child development with sociological models of educational attainment, the AA. examine the relationship between family structure―whether both parents are present in the

The Effects of Parental Marital Status during Adolescence on High School Graduation

This article uses data from the 1979-85 waves of the National Longitudinal Survey of Youth to examine the effects offamily type on high school graduation. The results show that (1) not living with

Family structure and aggressive behavior in a population of urban elementary school children.

Absence of and type of second adult present, child gender, home and school context, and income were important factors that moderated the associations between family structure and child aggressive behavior in this urban setting.

Effect of School Population Socioeconomic Status on Individual Academic Achievement

ABSTRACT The relationship between the socioeconomic status (SES) of peers and individual academic achievement was examined in this study. This question was investigated while a variety of

Duration in Parental Structures and High School Graduation

This article extends research on the effects of living in nonintact family types during childhood and adolescence on high school graduation. Data from the National Survey of Families and Households

Family Structure and the Reproduction of Poverty

  • S. McLanahan
  • Psychology, Economics
    American Journal of Sociology
  • 1985
Recent analysts have argued that the female-headed family is responsible for the growth of an "underclass" in America. This study uses longitudinal data taken from the Michigan Panel Study of Income

One-Parent Households and Achievement: Economic and Behavioral Explanations of a Small Effect.

Results from analyses of High School and Beyond show that students from one-parent households have significantly lower grades and test scores than do those from two-parent households. Students from

Household family structure and children's aggressive behavior: A longitudinal study of urban elementary school children

Boys in both mother—father and mother—male partner families were significantly less likely than boys in mother-alone families to be rated as aggressive by teachers, and no significant relations between family structure and teacher- or parent-rated aggression were found for girls.