Marjoribanks K
University of Adelaide, Australia.
J Soc Psychol. 1995 Feb;135(1):89-95. doi: 10.1080/00224545.1995.9711406.
In this follow-up study of an earlier investigation (Marjoribanks, 1991), discriminant analysis was used to examine relationships between social categories, defined by ethnicity, gender, and social status, and measures of adolescents' family and school-learning environments and their school-related outcomes. There were 470 16-year-old Australian adolescents and their parents from Anglo-Australian, Greek, and Southern Italian families in the sample. The results of this study and of the earlier investigation suggest that differences in the profiles of students' learning environments and school outcomes are related particularly strongly to ethnicity, but that within ethnic groups there are significant gender and social-status variations in such profiles.
在这项对早期调查（马乔里班克斯，1991年）的后续研究中，判别分析被用于检验由种族、性别和社会地位所定义的社会类别与青少年家庭和学校学习环境的测量指标及其学校相关成果之间的关系。样本中有来自英裔澳大利亚、希腊和意大利南部家庭的470名16岁澳大利亚青少年及其父母。这项研究以及早期调查的结果表明，学生学习环境和学校成果的概况差异与种族尤其密切相关，但在种族群体内部，这些概况在性别和社会地位方面存在显著差异。
