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Neighborhood Socioeconomic and Social Factors and School Achievement in Boys and Girls

¹ Maastricht University
² Public Health Service South Limburg

^* To whom correspondence should be addressed. E-mail: marjan.drukker{at}sp.unimaas.nl.

	Abstract

Previous work has shown that school achievement is lower in children living in poor neighborhoods. In this study, the authors hypothesized a role of neighborhood social capital. Data on 11-year-olds were obtained from the baseline measurements of a family cohort study (n = 328). The data had a cross-level structure: neighborhood level, school level, and individual level. After including individual-level confounders, neighborhood socioeconomic disadvantage and social cohesion were not associated with school achievement in boys or girls. However, lower levels of neighborhood informal social control were associated with lower school achievement scores in boys only. In boys, a wider social environment that contributes to obedience to norms and values may be conducive to superior educational achievement.

First published on November 5, 2008, doi:10.1177/0272431608320124

The Journal of Early Adolescence 2009;29:285.

A more recent version of this article appeared on April 1, 2009


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