Doctoral Dissertation Research in Sociology: Social Policy, Family Structure, and Children's Educational Achievement: A Comparative Study

社会学博士论文研究：社会政策、家庭结构与儿童教育成就：比较研究

• 批准号: 0326745
• 负责人: Suet-Ling Pong
• 金额: $ 0.75万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-07-01 至 2004-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0326745&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Sociology; Social

Through this research we will better understand how the relationship between single parenthood and children's literacy is affected by a particular country's family policy environment. We will compare 15-year-old students from American single-parent families with their counterparts in 17 other industrialized countries in order to assess whether a nation's family policy environment influences the relationship between single-parenthood and children's literacy achievement through changing single parent family disposable income, changing their parental time inputs, or both. This analysis applies hierarchical linear modelling to data from two sources. First, the individual student data are extracted from the Program for International Student Assessment (PISA), supplied by the OECD. Second, the country-level family policy data are to be collected from the Social Science Research Unit at the University of York, England. This study examines educational solutions beyond the school context by recognizing the importance of the family and of a national family policy. The focus is the role of social policymaking cross-nationally, and how family policy changes family situations that affect a child's literacy achievement. The results from this research will interest sociologists and other social scientists focusing on education, the family, and comparative research. In addition, this study has the potential to help American policymakers to design social policies that promoting higher academic achievement for all children.

通过这项研究，我们将更好地了解单亲家庭与儿童识字之间的关系如何受到特定国家家庭政策环境的影响。我们将对美国单亲家庭的 15 岁学生与其他 17 个工业化国家的同龄学生进行比较，以评估一个国家的家庭政策环境是否通过改变单亲家庭的可支配收入、改变父母的时间投入或两者兼而有之，影响单亲家庭与儿童识字成绩之间的关系。 该分析将分层线性模型应用于来自两个来源的数据。 首先，学生个人数据是从 OECD 提供的国际学生评估计划 (PISA) 中提取的。 其次，国家层面的家庭政策数据将从英国约克大学社会科学研究部收集。 本研究通过认识到家庭和国家家庭政策的重要性，探讨了学校之外的教育解决方案。 重点是跨国社会政策制定的作用，以及家庭政策如何改变影响儿童识字成绩的家庭状况。 这项研究的结果将引起社会学家和其他专注于教育、家庭和比较研究的社会科学家的兴趣。 此外，这项研究有可能帮助美国政策制定者设计促进所有儿童取得更高学业成就的社会政策。