The Multilevel Effects of Background on Science Achievement

A Cross-National Comparison

Datos Bibliográficos

ID2544690
AutoresLeigh Burstein (autor de correspondencia), Kathleen B Fischer, M David Miller (0000-0002-3506-1167)
Año1980
Volumen53
Número4
Páginas215
Fecha de publicación1980-10-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaSociology of Education (JOURNAL)
Identificadores de la revistaISSN: 0038-0407 • E-ISSN: 1939-8573
EditorialJSTOR (PUBLISHER)
DOI10.2307/2112530
OpenAlexW2013048051
IdiomaEN
Citas recibidas4
Referencias citadas8

It is argued that the effects of family background on science achievement are the result of different processes between schools and within schools; therefore, an examination of the multilevel effects of background is warranted. Between schools, variation in the effects of family background reflects social policies that govern the relationship of community characteristics to school resources and activities. Within schools, the effects of family background result from the structure of interpersonal allocations of rewards within an educational system. Examinations of science achievement data on 14-year-olds from the United States, England, and Sweden indicate that the between-school relation of background to achievement varies across countries while the within-school effects of background are similar. It is suggested that cross-national differences in social policies governing education can account for the between-school findings, but that within-school processes are apparently resistant to these differences

Academic achievement · Developmental psychology · Educational attainment · Interpersonal communication · Interpersonal relationship · Multilevel model · Multilevel modelling · Pedagogy · Political science · Socioeconomic status · Sociology · Sociology of Education · Variation (astronomy) · Demography · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology