The Long-Term Effect of Childhood Residential Mobility on Educational Attainment
Référence bibliographique 
Hango, Darcy W. 2006. «The Long-Term Effect of Childhood Residential Mobility on Educational Attainment ». The Sociological Quarterly, vol. 47, no 4, p. 631-664.
Intentions : « [In this article], I address the ’long-term’ effect of residential mobility in childhood on completed education beyond age 25. » (p. 632)
Échantillon/Matériau : « The data for this study are taken from the 1986 Canadian General Social Survey (GSS). The GSS is an annual survey conducted by Statistics Canada for the purpose of collecting detailed information on changing social trends and current policy issues (Statistics Canada 1986). The 1986 GSS involved telephone interviews of 16,390 individuals aged 15 and above in all regions of Canada. » (p. 636-637) To conduct the current analysis, the sample is restricted in the following manner. First, the sample is restricted to ages 25 to 79 in order to remove individuals who may not have completed their education. This eliminated 3,346 respondents from the original 16,390 in the GSS. Second, I excluded respondents who stated that their parents’ education and their own education was ’other’ as it could not be determined to which group these individuals should be assigned. Third, respondents with missing covariate information on all variables were eliminated (552 or less than 5 percent of the remaining sample). After all restrictions, the sample size is reduced to 11,211 respondents. » (pp. 637-638)
Type de traitement des données : Analyse statistique
« Moving during childhood has typically been found to have negative effects on educational attainment. The loss of important social relationships is likely the cause. Many studies that examine the effect of residential mobility on education take a relatively short-term view by only looking at the effect for those no older than their late teens or early 20s. However, because many family moves are beneficial to children, in terms of improving their neighborhood or home environment, it is possible that the positive effects of family mobility do not appear until much later. I examine the effect of childhood residential mobility on educational attainment using the 1986 Canadian General Social Survey for individuals aged 25 and over. Results suggest that over the long run, residential mobility in childhood is beneficial for later educational attainment in that those who move between birth and age 15 are more likely to eventually graduate from high school than those who remain in the same community. » (p. 631)