First published in 1979, this study is one of the first works of educational research to include detailed assessments of family environments in an analysis of performance of children at their schools. Much of the research is based on data collected from families in Australia, Canada and England and the findings have been integrated with results from other family environments research. The study also explores social and psychological conceptual positions that will have relevance for further educational investigations.
This book will be of particular interest to those studying the relationship between family environments and education, as well as the sociology of education.
Table of Contents
1. Family environments: frameworks for analysis
2. The ‘Chicago’ and ‘British’ schools if family environment research
3. Social status and children’s outcomes: analytic models for research
4. Sibling variables: insignificant or meaningful family environment measures
5. Families, schools and children’s outcomes
6. Family environments, person variables and children’s achievement: an interactionist analysis
7. Ethnicity, family environment, and children’s achievement
8. Socialization influences on children’s outcomes: conclusions
Appendix: Family environment schedule