The Extended Family and Children's Educational Success
Research output: Contribution to journal › Journal article › Research › peer-review
Standard
The Extended Family and Children's Educational Success. / Jæger, Mads Meier.
In: American Sociological Review, Vol. 77, No. 6, 01.12.2012, p. 903-922.Research output: Contribution to journal › Journal article › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - The Extended Family and Children's Educational Success
AU - Jæger, Mads Meier
PY - 2012/12/1
Y1 - 2012/12/1
N2 - Research on family background and educational success focuses almost exclusively on two generations: parents and children. This study argues that the extended family contributes significantly to the total effect of family background on educational success. Analyses using the Wisconsin Longitudinal Study show that, net of family factors shared by siblings from the same immediate family, factors shared by first cousins account for a nontrivial part of the total variance in children's educational success. Results also show that grandparents', aunts', and uncles' socioeconomic characteristics have few direct effects on educational success. Furthermore, resources in the extended family compensate for lacking resources in low-SES families, which in turn promote children's educational success. The main conclusion is that the total effect of family background on educational success originates in the immediate family, the extended family, and in interactions between these two family environments.
AB - Research on family background and educational success focuses almost exclusively on two generations: parents and children. This study argues that the extended family contributes significantly to the total effect of family background on educational success. Analyses using the Wisconsin Longitudinal Study show that, net of family factors shared by siblings from the same immediate family, factors shared by first cousins account for a nontrivial part of the total variance in children's educational success. Results also show that grandparents', aunts', and uncles' socioeconomic characteristics have few direct effects on educational success. Furthermore, resources in the extended family compensate for lacking resources in low-SES families, which in turn promote children's educational success. The main conclusion is that the total effect of family background on educational success originates in the immediate family, the extended family, and in interactions between these two family environments.
KW - educational success
KW - extended family
KW - family background
KW - first cousins
KW - siblings
UR - http://www.scopus.com/inward/record.url?scp=84870330689&partnerID=8YFLogxK
U2 - 10.1177/0003122412464040
DO - 10.1177/0003122412464040
M3 - Journal article
AN - SCOPUS:84870330689
VL - 77
SP - 903
EP - 922
JO - American Sociological Review
JF - American Sociological Review
SN - 0003-1224
IS - 6
ER -
ID: 209834569