Printer Friendly

Social capital and disparities in Canadian youth's mathematics achievement.

This article examines the influence of youth's family and school contexts to understand disparities in Canadian youth's mathematics achievement. Using hierarchical linear analysis, some of the main assumptions of social capital theory are tested using the Canadian data from the 1999 Programme for International Student Assessment. Findings revealed that many family-school contextualized effects were not significant, suggesting that researchers need to look at the conceptualization and operationalization of social capital. Relationships between family structure and some measures of school social and human capital in schools were, however, found to be significant. Results suggest that the similarity hypothesis needs to be further analyzed and perhaps integrated into social capital theory.

Key words: family, school, PISA, booster effect, double jeopardy effect, mitigating effect

Dans cet article, l'auteure analyse les influences des contextes familiaux et scolaires dans lesquels les jeunes evoluent en vue de comprendre comment ces contextes creent des disparites dans les resultats qu'ils obtiennent en mathematiques. Utilisant des donnees canadiennes tirees du Programme international pour le suivi des acquis des elves (PISA) de 1999, l'auteure a teste ses hypothses a l'aide d'une analyse lineaire hierarchique. Ses resultats revlent qu'un grand nombre des effets contextualises familiaux et scolaires n'etaient pas statistiquement significatifs, ce qui donne a penser que les chercheurs doivent se pencher sur la conceptualisation et l'operationalisation du capital social. Certaines relations entre la structure familiale et diverses mesures du capital social et humain dans les ecoles se sont toutefois averees significatives. Les resultats semblent indiquer que l'hypothse de similarite a besoin d'etre analysee davantage et peut-etre integree dans la theorie du capital social.

Mots cles : famille, ecole, PISA, effet stimulant, effet double obstacle, effet attenuant

Pour voir cet article electroniques, visitez le site web RCE au

To view article on-line, visit the CJE website at

Cherylynn Bassani

University of British Columbia

COPYRIGHT 2008 Canadian Society for the Study of Education
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2008 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Title Annotation:Online Article/Article en ligne
Author:Bassani, Cherylynn
Publication:Canadian Journal of Education
Geographic Code:1CANA
Date:Nov 1, 2008
Previous Article:Comparing performance-based accountability models: a Canadian example.
Next Article:Book reviews online/Recension en ligne.

Terms of use | Privacy policy | Copyright © 2019 Farlex, Inc. | Feedback | For webmasters