Rurality, Institutional Disadvantage, and Achievement/Attainment*
Rurality, Institutional Disadvantage, and Achievement/Attainment*
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农村、制度劣势和成就/成就*
DOI：
10.1111/j.1549-0831.2001.tb00067.x
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发表时间：
2009
期刊：
影响因子：
2.3
通讯作者：
Martha L. Crowle
中科院分区：
文献类型：
--
作者：
Vincent J. Roscigno;Martha L. Crowle
生活在美国农村地区的学生表现出比非农村学生更低的教育成就水平和更高的高中辍学率。在本文中，我们通过提供一个框架来扩展文献，在该框架中，由于当地机会结构的差异，影响成就/成就的资源被视为嵌入在农村和非农村地区，并且在农村和非农村地区不同。我们从全国教育纵向调查和数据的共同核心中提取数据，并使用分层线性和分层逻辑建模技术来检验我们的想法。农村青少年在有利于教育成功的家庭和学校资源方面处于不利地位。这些资源转化为家庭和学校两级的重要教育投资，并解释了农村在成绩和标准化成绩方面的不足。我们讨论了我们的发现对具体分析农村贫困和不平等的影响，以及对教育过程和总体上分层的空间模式的影响。
Abstract Students living in rural areas of the United States exhibit lower levels of educational achievement and a higher likelihood of dropping out of high school than do their nonrural counterparts. In this paper we extend the literature by offering a framework in which resources influencing achievement/attainment are viewed as embedded in, and varying across, rural and nonrural places because of differences in structures of local opportunity. We draw from the National Educational Longitudinal Survey and the Common Core of Data, and employ hierarchical linear and hierarchical logistic modeling techniques to test our ideas. Rural adolescents are disadvantaged in regard to those family and school resources which are conducive to educational success. These resources translate into important educational investments at both family and school levels, and explain rural deficits in both attainment and standardized achievement. We discuss the implications of our findings for analyses of rural deprivation and inequality specifically, and for educational processes and the spatial patterning of stratification in general.