Why Does It Take a Village? The Mediation of Neighborhood Effects on Educational Achievement

By James W. Ainsworth. 2002

628 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7e6ef819c641db2129b24c164799c434d0eacd7b

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Citations in the corpus

Schools or Neighborhoods or Both?: Race and Ethnic Segregation and Educational Attainment (2009, methodology): “…and 1992 waves, and data from teach- Data from the 1990 U.S. Census about students’ residential zip code to tracts as the most often-used ecological unit to study neighborhood characteristics (e.g., Ainsworth 2002; South and Baumer 2000; South such things as backyards, alleys, rivers and so on.”
The Effect of Neighborhood Context on the College Aspirations of African American Adolescents (2007, background): “Investigating this possibility is important, as educational trajectories have major implications for social mobility over the life course (Ainsworth, 2002; Brooks-Gunn et al., 1997; Duncan, 1994; Duncan, Yeung, Brooks-Gunn, & Smith, 1998; Roscigno, 1998).”
Family, Neighborhood, and School Settings across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children? (2010, background): “Affluent parents are seen as promoting good parenting among other parents and as exerting a degree of social control over their children’s peers by discouraging undesirable behavior (Ainsworth, 2002; Brooks-Gunn et al., 1993).”
Social-Demographic, School, Neighborhood, and Parenting Influences on the Academic Achievement of Latino Young Adolescents (2005, background): “…maternal characteristics (such as intelligence, educational attainment, and early childbearing) and family structure also can affect youth academic achievement (Ainsworth, 2002; Battle, 1997; Guo, 1998; Hao and Bonstead-Bruns, 1998; Korenman et al., 1995; Roscigno, 2000; Smith et al., 1997).”
Capital at Home and at School: A Review and Synthesis (2010, methodology): “Ainsworth (2002) analyzed data from 13,196 10th graders from the 1988 NELS matched to 1990 census data by zip code. He found that living in a neighborhood with high-SES residents was an important predictor of educational attainment independent of several family and school capital controls, but that ”
Ethnic segregation and educational outcomes in Swedish comprehensive schools: A multilevel analysis (2007, background): “…host society – consequently, we expect ethnic segregation to depress school performance 4 While mainstream culture of individual success may be wide-spread in segregated neighbourhoods, opportunities for individual progress may nonetheless be perceived as strongly limited (e.g., Ainsworth 2002).”
Neighborhoods and Schools as Competing and Reinforcing Contexts for Educational Attainment (2010, background): “Ainsworth (2002) finds that the additive joint effect on math and reading achievement for students who come from high-SES neighborhoods but attend lower-quality schools is positive, as the positive neighborhood coefficient is about five times larger than the negative school coefficient.”