Relationship of Children's Ethnicity, Gender, and Social Status to Their Family Environments and School-Related Outcomes

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Abstract
Discriminant analysis was used to examine relationships between social categories, defined by ethnicity, gender, and social status, and measures of children's family environments, cognitive performance, and attitudes toward school. There were 700 11-year-old Australian children and their parents from Anglo-Australian, Greek, and Southern Italian families in the sample. The findings suggest that (a) differences in profiles of family learning environments and children's cognitive performance are more strongly related to ethnicity than to gender or social status, (b) variations in children's school-related attitudes are associated with differences in ethnicity, gender, and social status, and (c) there are gender and social status differences in profiles of family environment and school outcome scores within different ethnic groups.