Family Environments, School Resources, and Educational Outcomes

by Grace Kao (Editor), Hyunjoon Park (Editor)

Overview

Contributions come from authors spread around the globe, illuminating how the efficacy and ideologies of schooling variably unfold in differing national and historical contexts. Written by sociologists, anthropologists, economists, and cultural critics, this journal offers lively and accessible empirical work to a broad audience.

Product Details

ISBN-13:	9781784416287
Publisher:	Emerald Group Publishing Limited
Publication date:	07/22/2016
Series:	Research in the Sociology of Education , #19
Pages:	216
Product dimensions:	5.98(w) x 9.02(h) x 0.79(d)

About the Author

Grace Kao, Department of Sociology, University of Pennsylvania, Philadelphia, PA, USA 
Hyunjoon Park, Department of Sociology, University of Pennsylvania, Philadelphia, PA, USA

Table of Contents

List of Contributors vii

Editorial Advisory Board ix

Introduction: Family Environments, School Resources, and Educational Outcomes Hyunjoon Park Grace Kao xi

Chapter 1 How Schools Matter: The Need for a Contextual Perspective Douglas B. Downey 1

Chapter 2 Preschool Enrollment, Classroom Instruction, Elementary School Context, and the Reading Achievement of Children From Low-Income Families Robert Crosnoe Aprile D. Benner Pamela Davis-Kean 19

Chapter 3 The Consequences of Principal and Teacher Turnover for School Social Resources Paul Hanselman Jeffrey Grigg Sarah K. Bruch Adam Gamoran 49

Chapter 4 The Effect of Mothers' Educational Credentials on Children's Outcomes: Does Being a First-Generation or Continuing-Generation College Graduate Matter? Susan A. Dumais Laura Nichols 91

Chapter 5 Children's Highbrow Cultural Activities and Academic Achievement in Hong Kong Soo-Yong Byun Suet-Ling Pong 123

Chapter 6 The Hopes Carry Them On: Early Educational Expectations and Later Educational Outcomes in Rural Gansu, China Yuping Zhang 149

About the Authors 187

Editorial Reviews

Sociologists and education researchers offer new insights into the enduring question of how families and schools shape the experiences of students and teachers and influence the educational outcomes of students. They cover how schools matter: the need for a contextual perspective; preschool enrollment, classroom instruction, elementary school context, and the reading achievement of children from low-income families; the consequences of principal and teacher turnover for school social resources; the effect of mothers' educational credentials on children's outcomes: whether being a first-generation or continuing-generation college graduate matters; children's highbrow cultural activities and academic achievements in Hong Kong; and the hopes carry them on: early educational expectations and later educational outcomes in rural Gansu, China.

Annotation