Family Structure, Parental Investment, and Educational Outcomes among Black South Africans. Population Studies Center Research Report.

Autor/in	Anderson, Kermyt G.
Institution	Michigan Univ., Ann Arbor. Population Studies Center.
Titel	Family Structure, Parental Investment, and Educational Outcomes among Black South Africans. Population Studies Center Research Report.
Quelle	(2000), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adolescents; Blacks; Comparative Analysis; Enrollment; Expenditures; Family Financial Resources; Family Structure; Fatherless Family; Foreign Countries; Grade Repetition; National Surveys; Nuclear Family; One Parent Family; Young Adults; South Africa + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Black person; Schwarzer; Einschulung; Ausgaben; Familienkonstellation; Familiensystem; Ausland; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Kleinfamilie; Single parent family; Ein-Eltern-Familie; Young adult; Junger Erwachsener; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study examined the relationship between family structure, expenditures on education, and children's educational outcomes for black South Africans, using the nationally representative 1995 October Household Survey. The analyses focused on 28,215 individuals, ages 10 to 24 years, who had not completed secondary schools. The findings indicated that although enrollment levels were high for most ages, schooling advancement rates were well under one grade per year, suggesting high rates of grade repetition. Controlling for background factors, family structure was highly correlated with educational outcomes. The strongest effects were seen for children living with neither of their genetic parents, who were less likely to be enrolled in school, had completed fewer grades, were older for their grade if enrolled, and had less money spent on their school fees and school-related transportation costs than children living with both genetic parents. Children who lived with single mothers were also disadvantaged for most measures. Family structure played a strong role in the probability that a child was enrolled in school; additional effects were evident, although diminished in strength, for outcomes affecting only enrolled students, age delays for grade, and financial expenditures on schooling. In addition, past academic progress influenced expenditures on school; children who were behind in school for their age (indicative of previous grade repetition) had less money spent on their schooling, above and beyond the effects of family structure on schooling expenditures. The findings suggest that family structure is an important contributor to educational inequality in South Africa, although there are important caveats regarding self-selection into different family types, as well as issues of school quality. (Contains 63 references.) (Author/KB)
Anmerkungen	Population Studies Center, University of Michigan, P.O. Box 1248, Ann Arbor, MI 48106-1248. Web site: http://www.psc.isr.umich.edu/pubs/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC