Family Structure, Schoolmates, and Racial Inequalities in School Achievement

Carl L. Bankston III; Stephen J. Caldas

doi:10.2307/353540

Family Structure, Schoolmates, and Racial Inequalities in School Achievement

Journal of Marriage and Family ◽

10.2307/353540 ◽

1998 ◽

Vol 60 (3) ◽

pp. 715 ◽

Cited By ~ 46

Author(s):

Carl L. Bankston III ◽

Stephen J. Caldas

Keyword(s):

Family Structure ◽

School Achievement ◽

Racial Inequalities

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The Family Structure Trajectory and Adolescent School Performance

Journal of Family Issues ◽

10.1177/0192513x06296307 ◽

2007 ◽

Vol 28 (3) ◽

pp. 319-354 ◽

Cited By ~ 50

Author(s):

Holly E. Heard

Keyword(s):

Family Structure ◽

Single Mother ◽

School Achievement ◽

Negative Consequences ◽

Negative Effects ◽

Hispanic Adolescents ◽

Grade Point ◽

Minority Adolescents ◽

The Family ◽

Hispanic White

The question of whether family structure consequences on school achievement are the same across racial and ethnic groups is examined using longitudinal data on 10,606 teens from the National Longitudinal Study of Adolescent Health. Based on life course theory, this article uses indicators of the family structure trajectory, such as family structure duration in adolescence and the number and timing of family changes, to predict self-reported grade point average (GPA) and to examine differences in effects among non-Hispanic White, Black, and Hispanic adolescents. Results show that the negative effects of time lived with a single mother and nonparents are reduced for Black and Hispanic adolescents, whereas having a recent family change leads to a larger drop in GPA for Blacks. Racial variation in stress, social support, and school functioning explain most race differences. For minority adolescents, negative consequences of family structure are largely attenuated by race-specific social supports and educational advantages.

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Sources of Resistance to the Coleman Report

Harvard Educational Review ◽

10.17763/haer.38.1.y6345112187g8j71 ◽

1968 ◽

Vol 38 (1) ◽

pp. 23-36 ◽

Cited By ~ 18

Author(s):

Daniel Moynihan

Keyword(s):

Family Structure ◽

Interest Groups ◽

School Achievement ◽

Sources Of Resistance ◽

Educational Establishment ◽

Coleman Report

The author discusses the responses to the Coleman Report of three interest groups from which strong reactions might have been expected—the educational establishment,the reform establishment, and the research establishment. He offers three propositions explaining why these groups responded as they did to the Coleman findings. The author illustrates one of his propositions in some detail by analyzing the Coleman data relating family structure and school achievement.

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