Mijs Jonathan J B, Nieuwenhuis Jaap
Department of Sociology Boston University Boston Massachusetts USA.
Department of Public Administration and Sociology Erasmus University Rotterdam Rotterdam the Netherlands.
Soc Sci Q. 2022 May;103(3):534-549. doi: 10.1111/ssqu.13137. Epub 2022 Mar 22.
Family, school, and neighborhood contexts provide cultural resources that may foster children's ambitions and bolster their academic performance. Reference group theory instead highlights how seemingly positive settings can depress educational aspirations, expectations, and performance. We test these competing claims.
We test these claims using the British Avon Longitudinal Study of Parents and Children ( = 4968).
Results are broadly in line with the cultural resource perspective. However, important exceptions to this pattern point to reference group processes for children from low-educated parents, whose academic aspirations are especially low when they either attended an affluent school or lived in an affluent neighborhood-but not both, and for children from highly educated parents attending poor schools, whose realistic expectations of the future are higher than their peers in affluent schools.
The resource perspective strongly predicts adolescents' (ideas about) education, but reference group processes also play an important role in neighborhoods and schools.
家庭、学校和邻里环境提供了文化资源，这些资源可能会培养孩子的志向并提高他们的学业成绩。相反，参照群体理论强调看似积极的环境如何会抑制教育抱负、期望和成绩。我们对这些相互矛盾的观点进行检验。
我们使用英国埃文亲子纵向研究（样本量n = 4968）来检验这些观点。
结果大致符合文化资源视角。然而，这种模式的重要例外情况表明，对于父母受教育程度低的孩子，参照群体过程起了作用，当他们就读于富裕学校或生活在富裕社区（但不是两者兼具）时，他们的学业抱负特别低；对于就读于贫困学校的高学历父母的孩子，他们对未来的现实期望高于富裕学校的同龄人。
资源视角有力地预测了青少年的（关于）教育观念，但参照群体过程在邻里和学校中也起着重要作用。
