Does Deprivation Damage? A Study of the Incidence of Deprivation in Lothian and of Its Influence on Young People's Educational Attainment.

Autor/in	Garner, Catherine L.
Institution	Edinburgh Univ. (Scotland). Centre for Educational Sociology.
Titel	Does Deprivation Damage? A Study of the Incidence of Deprivation in Lothian and of Its Influence on Young People's Educational Attainment.
Quelle	(1989), (128 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged Environment; Disadvantaged Schools; Disadvantaged Youth; Education Work Relationship; Educational Attainment; Educationally Disadvantaged; Elementary Secondary Education; Family Influence; Foreign Countries; Longitudinal Studies; Poverty; Poverty Areas; Social Change; Socioeconomic Influences; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Bildungsabschluss; Bildungsgut; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Armut; Sozialer Wandel; Sozioökonomischer Faktor
Abstract	This report uses newly developed techniques of statistical analysis to assess the separate and joint influences of home, school, and neighborhood in Lothian (Scotland, United Kingdom) and to show that deprivation in each of these areas depresses young people's educational attainment. The results reported here come from the first phase of a two-phase study of the effects of deprivation on young people's lives. Phase 1 examines how far family, school, and neighborhood factors influence young people's transition into the labor market or higher education. The report addresses two related aspects of the problem. First, although it is well known that deprivation is not a single, unidimensional condition, research to date has been unable to assess the relative magnitude of different contributory factors. Using the new statistical technique of multilevel analysis, this report examines the influence of family, school, and neighborhood characteristics on a child's educational attainment. A better understanding of these discrete influences is seen as a means to a more efficient targeting of remedial policies. Second, the report examines how aspects of social change are affecting the nature of disadvantage itself. The paper includes statistical data in 27 charts and 29 tables, 3 appendixes, and a list of 31 references. (AF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC