Place-Based Diminished Returns of Parental Educational Attainment on School Performance of Non-Hispanic White Youth
Place-Based Diminished Returns of Parental Educational Attainment on School Performance of Non-Hispanic White Youth
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DOI：
10.3389/feduc.2020.00030
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发表时间：
2020-04-09
影响因子：
2.3
通讯作者：
Zimmerman, Marc A.
中科院分区：
文献类型：
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作者：
Assari, Shervin;Boyce, Shanika;Zimmerman, Marc A.
背景青少年的教育成果是一个功能的广泛的因素，包括父母的教育水平。然而，对于非裔美国人、西班牙裔和亚裔美国人青年来说，这种影响较小，这种模式称为边缘化相关收益递减（MDRs）。然而，尚不清楚是否是种族/民族或与种族/民族相关的其他条件（例如，社区质量差），这降低了父母教育青年的边际回报。目的探讨MDR是否只是由于种族/民族或如果他们也仍然为非西班牙裔白人在贫困社区，我们比较了父母的教育水平和青少年的学校表现之间的关联的基础上，在美国的非西班牙裔白人的全国代表性样本的邻里质量。这项横断面研究使用了Add Health研究的第一波，这是一项正在进行的全国代表性队列，1994-2019年。参与者包括849名12至21岁的非西班牙裔白色青少年及其父母。自变量是父母的教育程度，这是作为一个连续的措施。年龄、年级、性别和父母婚姻状况为协变量。因变量为学校表现（数学、英语、历史和科学的学校成绩总和）。线性回归模型用于数据分析。结果总体而言，社区质量较差与学校表现较差有关。然而，父母的教育水平与青少年的学校表现没有直接关系。我们发现，父母的教育水平和邻里质量之间的统计显着的相互作用表明，父母的教育和青年学校的表现之间的关联强度减弱邻里质量下降。结论父母文化程度是影响好社区青少年教育成果的重要因素。结果表明，MDR可能不仅仅是由于种族/族裔，而是通常与边缘化和贫困相关的背景因素。这些背景因素可能包括隔离、贫困集中以及社会和物理邻里混乱。
Background Youth educational outcomes are a function of a wide range of factors including parental education level. This effect, however, is shown to be smaller for African American, Hispanic, and Asian American youth, a pattern called Marginalization-related Diminished Returns (MDRs). It is, however, unknown if it is race/ethnicity or other conditions associated with race/ethnicity (e.g., poor neighborhood quality) which reduces the marginal returns of parental education for youth. Aim To explore whether MDRs are only due to race/ethnicity or if they also remain for non-Hispanic Whites in poor neighborhoods, we compared the association between parental education level and adolescents' school performance based on neighborhood quality in a nationally representative sample of non-Hispanic Whites in the United States. Methods This cross-sectional study used wave 1 of the Add Health study, an ongoing nationally representative cohort, 1994-2019. Participants included 849 non-Hispanic White adolescents between the ages of 12 and 21 years and their parents. The independent variable was parental education level, which was treated as a continuous measure. Age, grade, gender, and parental marital status were the covariates. The dependent variable was school performance (sum of school grades in Math, English, History, and Science). Linear regression models were used for data analysis. Results Overall, worse neighborhood quality was associated with worse school performance. Parental education level, however, was not directly associated with youth school performance. We found a statistically significant interaction between parental education level and neighborhood quality suggesting that the strength of the association between parental education and youth school performance weakens as neighborhood quality declines. Conclusion Parental education level is a more salient determinant of youth educational outcomes in better neighborhoods. The result suggests that MDRs may not be solely due to race/ethnicity but contextual factors that commonly covary with marginalization and poverty. These contextual factors may include segregation, concentration of poverty, and social and physical neighborhood disorder.