Revisiting the Link Between Ascribed Status and Academic Performance: Roles of the Proximate Settings in Education

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Indicators of Academic Achievement and the Promotion of Educational Equity

Abstract

Few literature documents the proximate settings (informal, latent processes and practices) in education and the ways in which they interplay with formal schooling. This study revisited the link between family background and academic performance through the lens of school-based social capital, defined by relationships between teachers and students, and its interconnection with out-of-school time learning. Applying structural equation modeling in conjunction with propensity scores to the Program for International Student Assessment (PISA) US data, this study captured the mechanisms between ascribed status, school-based social capital, out-of-school time learning and academic performance in a single, cohesive model. Moreover, the study approached the processes of intergenerational transmission with a goal toward cultivating equitable education ecology

Author

• Ming Yin, Rice University - Kinder Institute