This paper discusses the contributions of variables commonly used within the status attainment and blocked opportunities models in addition to school context variables in predicting pupils' aspirations for higher education prior to the transition to differentiated upper secondary education in Croatia (14-15 years). The findings, arising from a…

Is parental involvement a relevant factor in explaining academic performance in the most disadvantaged socioeconomic contexts? This article examines the effect of parental involvement on the Language and Mathematics performance of third grade students attending low-SES schools in Santiago de Chile. Multilevel linear regression models are used…

This study aims to examine the key barriers to learning to raise achievement of White British pupils with low-income backgrounds. The main findings suggest that the worryingly low-achievement levels of many White working class pupils have been masked by the middle class success in the English school system and government statistics that fail to…

Presents a study which investigated the family learning environments of 990, 11-year-old children from 12 Australian primary schools. Interviews with parents inventoried their aspirations, attitudes towards their childrens' achievements and independence, and their stress on English and reading skills. (AM)

The study examined relationships among family social status, perceptions of family and school learning environments, and measures of children's academic achievement, educational aspirations and self-concept. Data were collected from 261 (128 boys, 133 girls) 11-year-old Taiwanese children. The findings from structural equation modelling suggest…

In a study of over 500 16-year-old Australian students from different social classes, differences in educational and occupational aspirations were found to be related most strongly to students' perceptions of their family learning environments. Social class differences were also noted; students' perceptions of school environments were least…