Social Capital and Mathematics Achievement of Fourth and Fifth Grade Children in Segregated Primary Schools

References

• Agirdag, O., Van Avermaet, P., & Van Houtte, M. (2013). School segregation and math achievement: A mixed-method study on the role of self-fulfilling prophecies. Teachers College Record, 115(3), 1–50.
   Web of Science ®Google Scholar
• Agirdag, O., & Van Houtte, M. (2011). A tale of two cities: Bridging families and schools. Educational Leadership, 68(8), 42–46.
   Web of Science ®Google Scholar
• Agirdag, O., Van Houtte, M., & Van Avermaet, P. (2012). Why does the ethnic and socio-economic composition of schools influence math achievement? The role of sense of futility and futility culture. European Sociological Review, 28, 366–378. doi:10.1093/esr/jcq070.
   Web of Science ®Google Scholar
• Amato, P. (2001). Children of divorce in the 1990s: An update of the Amato and Keith (1991) Meta-Analysis. Journal of Family Psychology, 15, 355–370. doi:10.1037/0893-3200.15.3.355.
   PubMed Web of Science ®Google Scholar
• Bankston, C. L. (2004). Social capital, cultural values, immigration, and academic achievement: The host country context and contradictory consequences. Sociology of Education, 77, 176–179. doi:10.1177/003804070407700205.
   Web of Science ®Google Scholar
• Bankston, C. L., & Zhou, M. (2002). Social capital as process: The meanings and problems of a theoretical metaphor? Sociological Inquiry, 72, 285–317. doi:10.1111/1475-682X.00017.
   Web of Science ®Google Scholar
• Baydar, N., Greek, A., & Brooks-Gunn, J. (1997). A longitudinal study of the effects of the birth of a sibling during the first 6 years of life. Journal of Marriage and the Family, 59, 939–956. doi:10.2307/353794.
   Web of Science ®Google Scholar
• Baysu, G., & de Valk, H. (2012). Navigating the school system in Sweden, Belgium, Austria and Germany: School segregation and second generation school trajectories. Ethnicities, 12, 776–799. doi:10.1177/1468796812450857.
   Web of Science ®Google Scholar
• Blake, J. (1981). Family size and the quality of children. Demography, 18, 421–442. doi:10.2307/2060941.
   PubMed Web of Science ®Google Scholar
• Boado, H. C. (2007). Immigrant concentration in schools: Peer pressures in place? European Sociological Review, 23, 341–356. doi:10.1093/esr/jcm008.
   Web of Science ®Google Scholar
• Brannstrom, L. (2008). Making their mark: The effects of neighbourhood and upper secondary school on educational achievement. European Sociological Review, 24, 463–478. doi:10.1093/esr/jcn013.
   Web of Science ®Google Scholar
• Burt, R. (2000). The network structure of social capital. Research in Organizational Behavior, 22, 345–423. doi:10.1016/S0191-3085(00)22009-1.
   Web of Science ®Google Scholar
• Burt, R. (2005). Brokerage and Closure: An introduction to social capital. Oxford: Oxford University Press.
   Google Scholar
• Burny, E., Dewulf, L., Hemmerechts, K., & Goossens, M. (2015). pIEO onder de loep. Longitudinaal onderzoek naar het effect van onderwijsinnovatie op de leerresultaten, leerwinst en het welbevinden van leerlingen in sociaal-etnisch gesegregeerde basisscholen. Gent: Eindrapport.
   Google Scholar
• Caldas, S., & Bankston, C. (1997). Effect of school population socioeconomic status on individual academic achievement. The Journal of Educational Research, 90, 269–277. doi:10.1080/00220671.1997.10544583.
   Web of Science ®Google Scholar
• Carbonaro, W. (1998). A little help from my friends' parents: Intergenerational closure and educational outcomes. Sociology of Education, 71, 295–313. doi:10.2307/2673172.
   Web of Science ®Google Scholar
• Carolan, B. (2012). An examination of the relationship among high school size, social capital, and adolescents' mathematics achievement. Journal of Research on Adolescence, 22, 583–595. doi:10.1111/j.1532-7795.2012.00779.x.
   Web of Science ®Google Scholar
• Chapple, S. (2009). Child well-being and sole-parent family structure in the OECD: An analysis. Paris: OECD.
   Google Scholar
• Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95–120. doi:10.1086/228943.
   Web of Science ®Google Scholar
• Coleman, J. (1990). Foundations of social theory. Harvard: Harvard University Press.
   Google Scholar
• Coleman, J., & Hoffer, T. (1987). Public and private high schools. The impact of communities. New York: Basic Books.
   Google Scholar
• Coleman, J., Hoffer, T., & Kilgore, S. (1982). High school achievement: Public, catholic, and private schools compared. New York: Basic Books.
   Google Scholar
• Corten, R., & Dronkers, J. (2005). Schoolprestaties van leerlingen uit de lagere strata op openbare, bijzondere en privé scholen: Een cross-nationale test van de Coleman & Hoffer these. Pedagogische Studiën, 82, 205–222.
   Google Scholar
• De Groof, S., & Franck, E. (2013). Belgium (flemish community). In J. Ainley, W. Schulz, & T. Friedman (eds.), ICCS 2009 Encyclopedia: Approaches to civic and citizenship education around the world, (pp. 39–49). Amsterdam: IEA.
   Google Scholar
• Dika, S., & Singh, K. (2002). Application of social capital in educational literature: A critical synthesis. Review of Educational Research, 72, 31–60. doi:10.3102/00346543072001031.
   Web of Science ®Google Scholar
• Downey, D. (1995). When bigger is not better: Family size, parental resources, and children's educational performance. American Sociological Review, 60, 746–759. doi:10.2307/2096320.
   Web of Science ®Google Scholar
• Driessen, G. (2002). School composition and achievement in primary education: A large-scale multilevel approach. Studies in Educational Evaluation, 28, 347–368. doi:10.1016/S0191-491X(02)00043-3.
   Google Scholar
• Dufur, M., Parcel, T., & Troutman, K. (2013). Does capital at home matter more than capital at school? Social capital effects on academic achievement. Research in Social Stratification and Mobility, 31, 1–21. doi:10.1016/j.rssm.2012.08.002.
   Web of Science ®Google Scholar
• Durkheim, E. ([1901]1982). The rules of sociological method and selected texts on sociology and its method. New York: The Free Press.
   Google Scholar
• Enders, C. (2010). Applied missing data analyses. New York: Guilford Press.
   Google Scholar
• Eng, S. (2013). Cambodian early adolescents' academic achievement: The role of social capital. The Journal of Early Adolescence, 33, 378–403. doi:10.1177/0272431612441069.
   Web of Science ®Google Scholar
• European Commission (2016). Education and training monitor 2016 Belgium. Volume 2. Brussels: European Union.
   Google Scholar
• Fekjaer, S. N., & Birkelund, G. E. (2007). Does the ethnic composition of upper secondary schools influence educational achievement and attainment? A multilevel analysis of the Norwegian case. European Sociological Review, 23, 309–323. doi:10.1093/esr/jcm003.
   Web of Science ®Google Scholar
• Field, J. (2008). Social capital. London: Routledge.
   Google Scholar
• Gelman, A., & Hill, J. (2007). Data analysis using regression and multilevel/hierarchical models. Cambridge: Cambridge University Press.
   Google Scholar
• Goddard, R. (2003). Relational networks, social trust, and norms: A social capital perspective on students' chances of academic success. Educational Evaluation and Policy Analysis, 25, 59–74. doi:10.3102/01623737025001059.
   Web of Science ®Google Scholar
• Guo, G., & Van Wey, L. (1999). Sibship size and intellectual development: Is the relationship causal? American Sociological Review, 64, 169–187. doi:10.2307/2657524.
   Web of Science ®Google Scholar
• Guttmannova, K. (2016). Reading and math achievement among low-income Urbano Latino Youth: The role of immigraiton. American Journal of Education, 122, 199–246. doi:10.1086/684552.
   PubMed Web of Science ®Google Scholar
• Hallinan, M., & Kubitschek, W. (2012). A comparison of academic achievement and adherence to the common school ideal in public and catholic schools. Sociology of Education, 85, 1–22. doi:10.1177/0038040711431586.
   Web of Science ®Google Scholar
• Hoffer, T. (1998). Social background and achievement in public and catholic high schools. Social Psychology of Education, 2, 7–23. doi:10.1023/A:1009684000915.
   Google Scholar
• Hoffman, L. (2015). Longitudinal analysis. modeling within-person fluctuation and change., NY: Routledge, London:.
   Google Scholar
• Hox, J. (2010). Multilevel analysis: Techniques and applications., NY: Routledge, London:.
   Google Scholar
• Israel, G., Beaulieu, L., & Hartless, G. (2001). The influence of family and community social capital on educational achievement. Rural Sociology, 66, 43–68. doi:10.1111/j.1549-0831.2001.tb00054.x.
   Web of Science ®Google Scholar
• Jacobs, D., & Rea, A. (2011). Verspild talent. Brussels: Koning Boudewijstichting.
   Google Scholar
• Jacobs, D., Rea, A., & Hanquinet, L. (2007). Prestaties van de leerlingen van buitenlandse herkomst in België volgens de PISA-studie: Vergelijking tussen de Franse gemeenschap en de Vlaamse gemeenschap. Brussels: Koning Boudewijnstichting.
   Google Scholar
• Jacobs, D., Rea, A., Teney, C., Callier, L., & Lothaire, S. (2009). De sociale lift blijft steken. De prestaties van allochtone leerlingen in de Vlaamse Gemeenschap en de Franse Gemeenschap. Brussels: Koning Boudewijnstichting.
   Google Scholar
• Jenkins, S., Micklewright, J., & Schnepf, S. (2008). Social segregation in secondary schools: How does England compare with other countries. Oxford Review of Education, 34, 21–37. doi:10.1080/03054980701542039.
   Web of Science ®Google Scholar
• Kao, G. (2004). Social Capital and Its Relevance to Minority and Immigrant Populations. Sociology of Education, 77, 172–175. doi:10.1177/003804070407700204.
   Web of Science ®Google Scholar
• Kao, G., & Rutherford, L. T. (2007). Does social capital still matter? Immigrant minority disadvantage in school-specific social capital and its effects on academic achievement. Sociological Perspectives, 50, 27–52. doi:10.1525/sop.2007.50.1.27.
   Web of Science ®Google Scholar
• Kreidl, M., & Hubatkova, B. (2014). Does coresidence with grandparents reduce the negative association I sibship size and reading test scores? Evidence from 40 countries. Research in Social Stratification and Mobility, 38, 1–17. doi:10.1016/j.rssm.2014.04.001.
   Web of Science ®Google Scholar
• Larwin, K. H. (2010). Reading Is fundamental in predicting math achievement in 10th graders. International Electronic Journal of Mathematics Education, 5, 131–145.
   Google Scholar
• Massey, D. S., & Fischer, M. J. (2006). The effect of childhood segregation on minority academic performance at selective colleges. Ethnic and Racial Studies, 29, 1–26. doi:10.1080/01419870500351159.
   Web of Science ®Google Scholar
• Mayer, S., & Jencks, C. (1989). Growing up in poor neighbourhood: How much does it matter? Science, 243, 1441–1445. doi:10.1126/science.243.4897.1441 doi:10.1126/science.243.4897.1441.
   PubMed Web of Science ®Google Scholar
• McHale, S. M., Updegraff, K. A., & Whiteman, S. D. (2012). Sibling relationships and influences in childhood and adolescence. Journal of Marriage and Family, 74, 913–930. doi:10.1111/j.1741-3737.2012.01011.x.
   PubMed Web of Science ®Google Scholar
• McNeal, R. B. (1999). Parental involvement as social capital. Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78, 117–144. doi:10.1093/sf/78.1.117.
   Web of Science ®Google Scholar
• Morgan, S., & Sorensen, A. (1999). Parental networks, social closure, and mathematics learning: A test of Coleman's social capital explanation of school effects. American Sociological Review, 64, 661–681. doi:10.2307/2657368.
   Web of Science ®Google Scholar
• Morgan, S., & Todd, J. (2009). Intergenerational closure and academic achievement in high school: A new evaluation of Coleman's conjecture. Sociology of Education, 82, 267–285. doi:10.1177/003804070908200304.
   Web of Science ®Google Scholar
• Muthén, L., & Muthén, B. (2012). Mplus User's guide. (Seventh Edition). Los Angeles, CA: Muthén and Muthén.
   Google Scholar
• Nusche, D., Miron, G., Santiago, P., & Teese, R. (2015). Reviews of School Resources: Flemish Community of Belgium 2015. Paris: OECD Publishing.
   Google Scholar
• OECD (2015). Helping immigrant students to succeed at school and beyond, Paris: OECD Publishing.
   Google Scholar
• Okamoto, D., Herda, D., & Hartzog, C. (2013). Beyond good grades: School composition and immigrant youth participation in extracurricular ativities. Social Science Research, 42, 155–168. doi:10.1016/j.ssresearch.2012.08.005.
   PubMed Web of Science ®Google Scholar
• Parcel, T., Dufur, M., & Zito, R. (2010). Capital at home and at school: A review and synthesis. Journal of Marriage and Family, 72, 828–846. doi:10.1111/j.1741-3737.2010.00733.x.
   Web of Science ®Google Scholar
• Park, H. (2008). Public policy and the effect of sibship size on educational achievement: A comparative study of 20 countries. Social Science Research, 37, 874–887. doi:10.1016/j.ssresearch.2008.03.002.
   Web of Science ®Google Scholar
• Phalet, K., Deboosere, P., & Bastiaenssen, V. (2007). Old and new inequalities in educational attainment: Ethnic minorities in the Belgian Census 1991–2001. Ethnicities, 7, 390–415. doi:10.1177/1468796807080235.
   Web of Science ®Google Scholar
• Pong, S., Dronkers, J., & Hampden-Thompson, G. (2003). Family policies and children's school achievement in single- versus two-parent families. Journal of Marriage and Family, 65, 681–699. doi:10.1111/j.1741-3737.2003.00681.x.
   Web of Science ®Google Scholar
• Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sociology, 24, 1–24. doi:10.1146/annurev.soc.24.1.1.
   Web of Science ®Google Scholar
• Rumberger, R. W., & Palardy, G. J. (2005). Does segregation still matter? The impact of student composition on academic achievement in high school. Teachers College Record, 107, 1999–2045.
   Web of Science ®Google Scholar
• Sandberg, J., & Rafail, P. (2014). Family size, cognitive outcomes, and familial interaction in stable, two-parent families: United States, 1997–2002. Demography, 51, 1895–1931. doi:10.1007/s13524-014-0331-8.
   PubMed Web of Science ®Google Scholar
• Sandefur, G., Meier, A., & Campbell, M. (2006). Family resources, social capital, and college attendance. Social Science Research, 35, 525–553. doi:10.1016/j.ssresearch.2004.11.003.
   Web of Science ®Google Scholar
• Sanders, M. (1996). Action teams in action. Interviews and observations in three schools in the baltimore school-family-community partnership program. Journal of Education for Students Placed at Risk, 1, 249–262. doi:10.1207/s15327671espr0103_5.
   Google Scholar
• Schlee, B., Mullis, A., & Shriner, M. (2009). Parents social and resource capital: Predictors of academic achievement during early childhood. Children and Youth Services Review, 31, 227–234. doi:10.1016/j.childyouth.2008.07.014.
   Web of Science ®Google Scholar
• Schoolfeedbackproject (2014). http://www.schoolfeedback.be
   Google Scholar
• Slates, S. L., Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2012). Counteracting summer slide: Social capital resources within socioeconomically disadvantaged families. Journal of Education for Students Placed at Risk, 17, 165–185. doi:10.1080/10824669.2012.688171.
   Google Scholar
• Steelman, L., Powell, B., Werum, R., & Carter, S. (2002). Reconsidering the effects of sibling configuration: Recent advances and challenges. Annual Review of Sociology, 28, 243–269. doi:10.1146/annurev.soc.28.111301.093304.
   Web of Science ®Google Scholar
• Sylva, K. (2014). The role of families and pre-school in educational disadvantage. Oxford Review of Education, 40, 680–695. doi:10.1080/03054985.2014.979581.
   Web of Science ®Google Scholar
• Thorlindsson, T., Bjarnason, T., & Sigfusdottir, I. (2007). Individual and community processes of social closure: A study of adolescent academic achievement and alcohol use. Acta Sociologica, 50, 161–178. doi:10.1177/0001699307077657.
   Web of Science ®Google Scholar
• Van der Slik, F., Driessen, G. & De Bot, K. (2006). Ethnic and socioeconomic class composition and language proficiency: A longitudinal multilevel examination in Dutch elementary schools. European Sociological Review, 22, 293–308. doi:10.1093/esr/jci058.
   Web of Science ®Google Scholar
• Van Ewijk, R., & Sleegers, P. (2010a). The effect of peer socioeconomic status on student achievement: A meta-analysis. Educational Research Review, 5, 134–150. doi:10.1016/j.edurev.2010.02.001.
   Web of Science ®Google Scholar
• Van Ewijk, R., & Sleegers, P. (2010b). Peer ethnicity and achievement: A meta-analysis into the compositional effect. School Effectiveness and School Improvement, 21, 237–265. doi:10.1080/09243451003612671.
   Web of Science ®Google Scholar
• Van Houtte, M. (2004). Sociaal kapitaal in katholieke en gemeenschapsscholen in Vlaanderen: Een vergelijking. Pedagogische Studiën, 81, 28–41.
   Google Scholar
• Van Houtte, M., & Stevens, P. A. (2010). The culture of futility and its impact on study culture in technical/vocational schools in Belgium. Oxford Review of Education, 36, 23–43. doi:10.1080/03054980903481564.
   Web of Science ®Google Scholar
• Van Kerckem, K., Van de Putte, B., & Stevens, P. (2013). On Becoming “Too Belgian”: A comparative study of ethnic conformity pressure through the city-as-context approach. City & Community, 12, 335–360. doi:10.1111/cico.12041.
   Web of Science ®Google Scholar
• Van Praag, L., Stevens, P., & Van Houtte, M. (2015). Defining success in education: Exploring the frames of reference used by different voluntary migrant groups in Belgium. International Journal of Intercultural Relations, 49, 1–12. doi:10.1016/j.ijintrel.2015.06.007.
   Web of Science ®Google Scholar
• Vlaamse Onderwijsraad (VLOR) (2014). Analytical report: Education for pupils with a migrant background in Flanders. Flanders: Flemish Education Council.
   Google Scholar
• Woolley, M., Kol, K., & Bowen, G. (2009). The social context of school success for Latino Middle school students. Direct and indirect influences of teachers, family and friends. Journal of Early Adolescence, 29, 43–70. doi:10.1177/0272431608324478.
   Web of Science ®Google Scholar
• Wouters, T., & Groenez, S. (2013). De evolutie van schoolse segregatie in Vlaanderen. Een analyse voor de schooljaren 2001–2002 tot 2011–2012. Leuven: Steunpunt SSL.
   Google Scholar
• Wouters, T., & Groenez, S. (2014). School choice and segregation: explanatory models. Leuven: Steunpunt SSL.
   Google Scholar
• Wu, X., & Tian, M. (2008). A longitudinal study of the effects of family background factors on mathematics achievements using quantile regression. Acta Mathematicae Applicatae Sinica, English Series, 24, 85–98. doi:10.1007/s10255-006-6066-6.
   Web of Science ®Google Scholar
• Zhou, M., & Bankston, C. (1994). Social capital and the adaptation of the second generation: The case of Vietnamese Youth in New Orleans. The International Migration Review, 28, 821–845. doi:10.2307/2547159.
   Web of Science ®Google Scholar