- In models that include all neighborhood characteristics and don’t include mediating variables, residential stability is a significant predictor of educational achievement; both residential stability and neighborhood high-status residents are predictors of time spent on homework
- When mediators are introduced individually, four of five mediators are significant predictors of time spent on homework; however, in full model only educational expectations and school atmosphere remain significant
- When mediators are introduced individually, all six mediators predict educational outcomes; all except intergenerational closure remain significant
- Results suggest that mediators are, for the most part, independently related to educational achievement and that collective socialization and school processes are central to prediction of time spent on homework
- Youth are more likely to succeed in high school if they work harder on their schoolwork, have higher educational and occupational goals, associate with peers who are less likely to drop out, and attend a school with a positive atmosphere
- Although only a small amount of the neighborhood effects on time spent on homework are accounted for by mediating variables, much more mediation is demonstrated when predicting educational achievement
- Collective socialization processes are most important considerations when explaining why neighborhood context affects educational outcomes
- Mediation of neighborhood characteristic (i.e., high-status residents) and other family and school effects, along with significant increase in amount of explained variance, shows that mediating variables are important in promotion of positive educational outcomes