TY - JOUR
T1 - The influences of family background and structural factors on children’s academic performances
T2 - A cross-country comparative study
AU - Lyu, Mengjie
AU - Li, Wangyang
AU - Xie, Yu
N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: The research was partially supported by the Center for Social Research at Peking University, the Paul and Marcia Wythes Center on Contemporary China at Princeton University, the National Natural Science Foundation of China (grant no. 71461137001), and the Eunice Kennedy Shriver National Institute of Child Health & Human Development (National Institutes of Health) under award no. P2CHD047879.
PY - 2019/4/1
Y1 - 2019/4/1
N2 - It is well known that children’s academic performances are affected by both their family backgrounds and contextual or structural factors such as the urban–rural difference and regional variation. This article evaluates the relative importance of family background versus structural factors in determining children’s academic achievements across three different societies: China, the United States of America, and Germany, analyzing data from five large-scale, high-quality, and nationally representative data sets. The results reveal two main findings: (a) family socioeconomic status exerts much stronger positive effects on children’s academic achievement in the USA and Germany than in China; and (b) structural factors (such as those measured by location and urban/rural residence) play much smaller roles in the USA and Germany than in China.
AB - It is well known that children’s academic performances are affected by both their family backgrounds and contextual or structural factors such as the urban–rural difference and regional variation. This article evaluates the relative importance of family background versus structural factors in determining children’s academic achievements across three different societies: China, the United States of America, and Germany, analyzing data from five large-scale, high-quality, and nationally representative data sets. The results reveal two main findings: (a) family socioeconomic status exerts much stronger positive effects on children’s academic achievement in the USA and Germany than in China; and (b) structural factors (such as those measured by location and urban/rural residence) play much smaller roles in the USA and Germany than in China.
KW - Academic achievement
KW - family SES
KW - structural factors
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U2 - https://doi.org/10.1177/2057150X19837908
DO - https://doi.org/10.1177/2057150X19837908
M3 - Article
VL - 5
SP - 173
EP - 192
JO - Chinese Journal of Sociology
JF - Chinese Journal of Sociology
SN - 2057-150X
IS - 2
ER -