Nieuwenhuis Jaap, Hooimeijer Pieter
Urban and Regional Research Centre Utrecht (URU), Faculty of Geosciences, Utrecht University, P.O. box 80115, 3508TC Utrecht, The Netherlands.
OTB - Research for the Built Environment, Faculty of Architecture and the Built Environment, Delft University of Technology, Delft, The Netherlands.
J Hous Built Environ. 2016;31(2):321-347. doi: 10.1007/s10901-015-9460-7. Epub 2015 Jul 24.
Many studies have examined the effects of neighbourhoods on educational outcomes. The results of these studies are often conflicting, even if the same independent variables (such as poverty, educational climate, social disorganisation, or ethnic composition) are used. A systematic meta-analysis may help to resolve this lack of external validity. We identified 5516 articles from which we selected 88 that met all of the inclusion criteria. Using meta-regression, we found that the relation between neighbourhoods and individual educational outcomes is a function of neighbourhood poverty, the neighbourhood's educational climate, the proportion of ethnic/migrant groups, and social disorganisation in the neighbourhood. The variance in the findings from different studies can partly be explained by the sampling design and the type of model used in each study. More important is the use of control variables (school, family SES, and parenting variables) in explaining the variation in the strength of neighbourhood effects.
许多研究探讨了社区对教育成果的影响。即便使用相同的自变量（如贫困、教育氛围、社会失序或种族构成），这些研究的结果往往相互矛盾。系统的荟萃分析可能有助于解决这种外部效度不足的问题。我们从5516篇文章中筛选出88篇符合所有纳入标准的文章。通过元回归分析，我们发现社区与个体教育成果之间的关系取决于社区贫困程度、社区教育氛围、种族/移民群体比例以及社区的社会失序状况。不同研究结果的差异部分可由抽样设计和每项研究中使用的模型类型来解释。更重要的是，在解释社区效应强度变化时，控制变量（学校、家庭社会经济地位和育儿变量）的使用情况。
