Intergenerational Transmission of Educational Disadvantage: Education Progression of Children of Care Leavers Compared to a General Population Sample

Autor/inn/en	Parsons, Sam; Fitzsimons, Emla; Schoon, Ingrid
Titel	Intergenerational Transmission of Educational Disadvantage: Education Progression of Children of Care Leavers Compared to a General Population Sample
Quelle	In: British Educational Research Journal, 49 (2023) 5, S.875-899 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parsons, Sam) ORCID (Fitzsimons, Emla) ORCID (Schoon, Ingrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3872
Schlagwörter	Disadvantaged; Family Environment; Family Financial Resources; School Readiness; Educational Attainment; Foreign Countries; Elementary School Students; Secondary School Students; Socioeconomic Status; Equal Education; Foster Care; Family Influence; United Kingdom (England) + Suchen Sie Ihr Suchwort? Familienmilieu; Readiness for school; School ability; Schulreife; Bildungsabschluss; Bildungsgut; Ausland; Sekundarschüler; Socio-economic status; Sozioökonomischer Status; Pflegehilfe
Abstract	There is persistent evidence showing that care leavers tend to have lower educational outcomes compared to their peers. There is, however, less knowledge of whether this educational disadvantage transfers to the second generation. This study adopts a developmental contextual life-course approach to examine: (a) the extent of educational inequality of children of care leavers from school entry to public examinations at age 16; (b) the relative role of different psychosocial family resources as predictors of educational attainment; and (c) the role of early school readiness assessments as predictors of later educational attainment. Drawing on data collected from families living in England at the first sweep of the nationally representative UK Millennium Cohort Study (MCS) (n = 11,514), the findings suggest intergenerational transmission of educational disadvantage among children of care leavers (n = 287), which is manifest in a direct assessment of school readiness (age 3), at the Early Years Foundation Stage (EYFS) (age 5) and in General Certificate of Secondary Education (GCSE) attainment (age 16). However, once inequalities in family socio-economic background or area deprivation and housing are controlled for, children of care leavers perform comparably in their educational progression to those whose mothers had no experience of being in care (n = 11,227). Moreover, the findings highlight the significance of early school readiness assessments in predicting later educational attainment for the whole sample. Findings are discussed regarding their implications for policy, in particular the need to address educational inequality for children in care, area allocation and housing that is offered to care leavers, and the general importance of early interventions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01