Academic journal article Canadian Journal of Education

Social Capital and Disparities in Canadian Youth's Mathematics Achievement

Academic journal article Canadian Journal of Education

Social Capital and Disparities in Canadian Youth's Mathematics Achievement

Article excerpt

This article examines the influence of youth's family and school contexts to understand disparities in Canadian youth's mathematics achievement. Using hierarchical linear analysis, some of the main assumptions of social capital theory are tested using the Canadian data from the 1999 Programme for International Student Assessment. Findings revealed that many family-school contextualized effects were not significant, suggesting that researchers need to look at the conceptualization and operationalization of social capital. Relationships between family structure and some measures of school social and human capital in schools were, however, found to be significant. Results suggest that the similarity hypothesis needs to be further analyzed and perhaps integrated into social capital theory.

Key words: family, school, PISA, booster effect, double jeopardy effect, mitigating effect

Dans cet article, l'auteure analyse les influences des contextes familiaux et scolaires dans lesquels les jeunes evoluent en vue de comprendre comment ces contextes creent des disparites dans les resultats qu'ils obtiennent en mathematiques. …

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