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Protective Family Factors in the Context of Neighborhood: Promoting Positive School Outcomes
Author(s) -
Woolley Michael E.,
GroganKaylor Andrew
Publication year - 2006
Publication title -
family relations
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.772
H-Index - 87
eISSN - 1741-3729
pISSN - 0197-6664
DOI - 10.1111/j.1741-3729.2006.00359.x
Subject(s) - psychology , ethnic group , context (archaeology) , multilevel model , family support , academic achievement , developmental psychology , social psychology , medicine , sociology , paleontology , anthropology , computer science , machine learning , biology , physical therapy
Three developmental contexts—school, neighborhood, and family—influence school outcomes. The focus of the current investigation was on the promotive role of 4 family factors—family satisfaction, family support, family integration, and home academic culture—on 3 school outcomes. These outcomes included student self‐reported sense of school coherence, avoidance of problem behavior, and academic performance. Utilizing a hierarchical linear modeling strategy and a national probability sample, the family protective factors of interest displayed a significant but differential pattern of impact on the 3 school outcomes studied. Findings related to neighborhood and school factors, as well as race/ethnicity, are also reported and discussed. The implications of these findings with respect to practice and policy are addressed.