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The effects of race, gender, and fam...

Hirst, Ynez Wilson.

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The effects of race, gender, and family background on children's educational attainment: Contemporary patterns and historical change.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of race, gender, and family background on children's educational attainment: Contemporary patterns and historical change./
作者:	Hirst, Ynez Wilson.
面頁冊數:	162 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2389.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Sociology, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180333
ISBN:	0542203901

The effects of race, gender, and family background on children's educational attainment: Contemporary patterns and historical change.
Hirst, Ynez Wilson.

The effects of race, gender, and family background on children's educational attainment: Contemporary patterns and historical change. - 162 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2389.

Thesis (Ph.D.)--University of Southern California, 2005.

In what ways does childhood family structure affect the long-term educational attainment of African Americans and whites? Are the effects of family structure on educational success similar or different for African American and white children? In what ways has this relationship changed for those born in the 1890's through the 1970's?

ISBN: 0542203901Subjects--Topical Terms:

1017541
Sociology, General.

The effects of race, gender, and family background on children's educational attainment: Contemporary patterns and historical change.
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245 1 4 $a The effects of race, gender, and family background on children's educational attainment: Contemporary patterns and historical change.
300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2389.
500 $a Adviser: Timothy J. Biblarz.
502 $a Thesis (Ph.D.)--University of Southern California, 2005.
520 $a In what ways does childhood family structure affect the long-term educational attainment of African Americans and whites? Are the effects of family structure on educational success similar or different for African American and white children? In what ways has this relationship changed for those born in the 1890's through the 1970's?
520 $a I examine and track the effects, both cross-sectionally and historically over time, of childhood family structure on the long-term educational attainment patterns of African Americans and whites using pooled data from several nationally representative samples.
520 $a The primary finding is that there are no racial or gender differences based on childhood family structure in terms of overall educational attainment, entry into college, or college completion. In addition, this pattern has changed little for those born between the 1890's and the 1970's. These findings are important because they serve as a challenge to common sense ideas of race and family, as well as to the concept of progress and change.
520 $a Contemporary discourse suggests that family structure is highly predictive for one's future educational attainment, particularly for African Americans who are more likely to experience "alternative" family structures. Testing this assumption, I find that dimensions of family background are weakening in terms of their predictive ability for long-term educational attainment. For African Americans, this trend is even more significant than it is for whites.
520 $a A notion of progress and change is central to the American ethos. The findings are inconsistent with this rhetoric when the "rising tide" idea is taken into account. The "rising tide" suggests that natural growth has more to do with the factor of time than a discernible paradigm shift or social phenomenon. This is certainly the case when one looks at the changing pattern of long-term educational attainment for those born in the early and later cohorts. Over time, there is a gradual increase in the average education for both whites and African Americans. What remains, though, from the earliest to the latest cohorts is a marked and consistent race gap in achievement. I suggest that structural racism and ineffective public policy explain the persistent race gap.
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