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Interpreting Community Effects on Youth Educational Attainment


File number :
CS-DSC-20

Bibliographic reference :
South, S.J., Baumer, E.P., & Lutz, A. (2003). Interpreting Community Effects on Youth Educational Attainment. Youth & Society, 35(1), 3-36.

Abstract :

Theoretical Context / Study Objectives
The theoretical context of this American study is based on an epidemic or contagion model of neighbourhood effects. More precisely, this model emphasizes the importance of peer groups in supporting community norms aimed at reinforcing or undermining academic success. The authors claim that youth from poor communities are more likely to drop out of school and achieve low scores, since they are exposed to peer groups who encourage this sort of behaviour.

The purpose of this study is to assess the effect of the socio-economic status of the community in which students live with respect to some aspects of their educational outcome, including school dropout, high school graduation and post-secondary education. In addition, the influence of other mechanisms recognized in academic achievement literature as important to this issue is assessed; such mechanisms include peer group characteristics, educational aspirations and school attachment.

Methodology
The 1128 participants in this study were selected from the National Survey of Children (NSC). This longitudinal study deals with data collected at three different occasions: 1) In 1976 (subjects 7 to 11 years of age); 2) In 1981 (subjects 12 to 16 years of age); and 3) In 1987 (subjects 18 to 22 years of age). The data was collected through questionnaires, interviews and school transcripts. The socio-economic status of the students’ families was evaluated using a socio-economic disadvantage index. Information on the individual, family, peer group, community, school and academic status was gathered as part of this study.

Results
From the sample used in the study analyses, 14% of youths reported having dropped out of school. Results have shown that low socio-economic status is significantly related to school dropout. More precisely, family income, parental education and home ownership are the socio-economic variables most closely associated with school dropout. Further study of the other mechanisms at play in this issue led the authors to claim that adolescents whose peers achieve good results, graduate from high school and attend college are less likely to drop out of school. Lastly, high educational aspirations and school attachment influence the likelihood of graduation.



Key Words :
Epidemic Model, Contagion Model, Socio-economic Status, Individual Characteristics, Family Characteristics, Peer Characteristics, Neighbourhood Characteristics, Longitudinal Study, Quantitative Analysis, National Survey of Children, Primary School, Elementary School, High/Secondary School

Monitored Countries :
United States