The School Performance of the Russian-Speaking Minority in Linguistically Divided Educational Systems: A Comparison of Estonia and Latvia

The Role of Intergenerational Networks in Students’ School Performance in Two Differentiated Educational Systems: A Comparison of Between- and Within-Individual Estimates

Sociology of Education ◽

10.1177/0038040719882309 ◽

2019 ◽

Vol 93 (1) ◽

pp. 40-64

Author(s):

Sara Geven ◽

Herman G. van de Werfhorst

Keyword(s):

Social Capital ◽

School Performance ◽

Positive Relationship ◽

Social Capital Theory ◽

Educational Systems ◽

Capital Theory ◽

Student Differences ◽

The Relationship ◽

Over Time

In this article, we study the relationship between intergenerational networks in classrooms (i.e., relationships among parents in classrooms, and between parents and their children’s classmates) and students’ grades. Using panel data on complete classroom networks of approximately 3,000 adolescents and their parents in approximately 200 classes in both Germany and the Netherlands, we compare estimates based on between-student differences in intergenerational networks (i.e., between-individual estimates) to estimates based on changes students experience in their intergenerational networks over time (i.e., within-individual estimates). We also examine how the relationship between intergenerational networks and grades is contingent on students’ location in the educational system (i.e., their ability track). When considering between-individual estimates, we find some support for a positive relationship between intergenerational networks and grades. However, we find no robust support when considering within-individual estimates. The findings suggest that between-individual estimates, which most previous research has relied on, may be confounded by unobserved differences across individuals. We find little support for variations in these estimates across ability tracks. We discuss the implications for Coleman’s social capital theory on intergenerational closure.

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Ethnic Composition and School Performance in the Secondary Education of Turkish Migrant Students in Seven Countries and 19 European Educational Systems

International Migration Review ◽

10.1111/imre.12185 ◽

2016 ◽

Vol 50 (3) ◽

pp. 537-567 ◽

Cited By ~ 1

Author(s):

Gert-Jan Martijn Veerman ◽

Jaap Dronkers

Keyword(s):

Secondary Education ◽

School Performance ◽

Ethnic Composition ◽

Educational Systems ◽

Migrant Students ◽

Turkish Migrant

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Cochlear Implants May Be Tied to School Performance

Pediatric News ◽

10.1016/s0031-398x(10)70274-5 ◽

2010 ◽

Vol 44 (6) ◽

pp. 32

Author(s):

ELIZABETH MECHCATIE

Keyword(s):

Cochlear Implants ◽

School Performance

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Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000366 ◽

2019 ◽

Vol 227 (2) ◽

pp. 139-143 ◽

Cited By ~ 2

Author(s):

Alex Sandro Gomes Pessoa ◽

Linda Liebenberg ◽

Dorothy Bottrell ◽

Silvia Helena Koller

Keyword(s):

Sustainable Development ◽

Social Justice ◽

Young People ◽

Latin American ◽

Drug Trafficking ◽

Sustainable Development Goals ◽

Educational Systems ◽

Economic Changes ◽

2030 Agenda ◽

Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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