The Extended Family and Children's Educational Success

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

The Extended Family and Children's Educational Success. / Jæger, Mads Meier.

In: American Sociological Review, Vol. 77, No. 6, 01.12.2012, p. 903-922.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Jæger, MM 2012, 'The Extended Family and Children's Educational Success', American Sociological Review, vol. 77, no. 6, pp. 903-922. https://doi.org/10.1177/0003122412464040

APA

Jæger, M. M. (2012). The Extended Family and Children's Educational Success. American Sociological Review, 77(6), 903-922. https://doi.org/10.1177/0003122412464040

Vancouver

Jæger MM. The Extended Family and Children's Educational Success. American Sociological Review. 2012 Dec 1;77(6):903-922. https://doi.org/10.1177/0003122412464040

Author

Jæger, Mads Meier. / The Extended Family and Children's Educational Success. In: American Sociological Review. 2012 ; Vol. 77, No. 6. pp. 903-922.

Bibtex

@article{16e80e3e82654925a3377908b745d024,
title = "The Extended Family and Children's Educational Success",
abstract = "Research on family background and educational success focuses almost exclusively on two generations: parents and children. This study argues that the extended family contributes significantly to the total effect of family background on educational success. Analyses using the Wisconsin Longitudinal Study show that, net of family factors shared by siblings from the same immediate family, factors shared by first cousins account for a nontrivial part of the total variance in children's educational success. Results also show that grandparents', aunts', and uncles' socioeconomic characteristics have few direct effects on educational success. Furthermore, resources in the extended family compensate for lacking resources in low-SES families, which in turn promote children's educational success. The main conclusion is that the total effect of family background on educational success originates in the immediate family, the extended family, and in interactions between these two family environments.",
keywords = "educational success, extended family, family background, first cousins, siblings",
author = "J{\ae}ger, {Mads Meier}",
year = "2012",
month = dec,
day = "1",
doi = "10.1177/0003122412464040",
language = "English",
volume = "77",
pages = "903--922",
journal = "American Sociological Review",
issn = "0003-1224",
publisher = "SAGE Publications",
number = "6",

}

RIS

TY - JOUR

T1 - The Extended Family and Children's Educational Success

AU - Jæger, Mads Meier

PY - 2012/12/1

Y1 - 2012/12/1

N2 - Research on family background and educational success focuses almost exclusively on two generations: parents and children. This study argues that the extended family contributes significantly to the total effect of family background on educational success. Analyses using the Wisconsin Longitudinal Study show that, net of family factors shared by siblings from the same immediate family, factors shared by first cousins account for a nontrivial part of the total variance in children's educational success. Results also show that grandparents', aunts', and uncles' socioeconomic characteristics have few direct effects on educational success. Furthermore, resources in the extended family compensate for lacking resources in low-SES families, which in turn promote children's educational success. The main conclusion is that the total effect of family background on educational success originates in the immediate family, the extended family, and in interactions between these two family environments.

AB - Research on family background and educational success focuses almost exclusively on two generations: parents and children. This study argues that the extended family contributes significantly to the total effect of family background on educational success. Analyses using the Wisconsin Longitudinal Study show that, net of family factors shared by siblings from the same immediate family, factors shared by first cousins account for a nontrivial part of the total variance in children's educational success. Results also show that grandparents', aunts', and uncles' socioeconomic characteristics have few direct effects on educational success. Furthermore, resources in the extended family compensate for lacking resources in low-SES families, which in turn promote children's educational success. The main conclusion is that the total effect of family background on educational success originates in the immediate family, the extended family, and in interactions between these two family environments.

KW - educational success

KW - extended family

KW - family background

KW - first cousins

KW - siblings

UR - http://www.scopus.com/inward/record.url?scp=84870330689&partnerID=8YFLogxK

U2 - 10.1177/0003122412464040

DO - 10.1177/0003122412464040

M3 - Journal article

AN - SCOPUS:84870330689

VL - 77

SP - 903

EP - 922

JO - American Sociological Review

JF - American Sociological Review

SN - 0003-1224

IS - 6

ER -

ID: 209834569