In this article, we study the relationship between intergenerational networks in classrooms (i.e., relationships among parents in classrooms, and between parents and their children’s classmates) and students’ grades. Using panel data on complete classroom networks of approximately 3,000 adolescents and their parents in approximately 200 classes in both Germany and the Netherlands, we compare estimates based on between-student differences in intergenerational networks (i.e., between-individual estimates) to estimates based on changes students experience in their intergenerational networks over time (i.e., within-individual estimates). We also examine how the relationship between intergenerational networks and grades is contingent on students’ location in the educational system (i.e., their ability track). When considering between-individual estimates, we find some support for a positive relationship between intergenerational networks and grades. However, we find no robust support when considering within-individual estimates. The findings suggest that between-individual estimates, which most previous research has relied on, may be confounded by unobserved differences across individuals. We find little support for variations in these estimates across ability tracks. We discuss the implications for Coleman’s social capital theory on intergenerational closure.

中文翻译：

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代际网络在两种差异化教育系统中对学生学习成绩的作用：个体间和个体内估计的比较

在本文中，我们研究了教室中的代际网络之间的关系（即，教室中的父母之间以及父母与子女的同学之间的关系）与学生成绩的关系。利用德国和荷兰的大约3,000名青少年及其父母大约200个班级的完整教室网络的面板数据，我们比较了基于代际网络的学生之间差异的估计（即，个体之间的估计）与基于变化的估计随着时间的推移，学生将体验其代际网络（即，个人内部的估计）。我们还研究了代际网络和年级之间的关系如何取决于学生在教育系统中的位置（即他们的能力轨迹）。在考虑个体之间的估计时，我们发现了对代际网络和等级之间的正向关系的支持。但是，在考虑内部估计时，我们找不到强大的支持。这些发现表明，大多数以前的研究所依赖的个体之间的估计值可能会因个体之间未观察到的差异而混淆。我们发现几乎没有能力支持这些估计之间的差异。我们讨论了代际封闭对科尔曼社会资本理论的影响。可能由于个人之间未观察到的差异而感到困惑。我们发现几乎没有能力支持这些估计之间的差异。我们讨论了代际封闭对科尔曼社会资本理论的影响。可能由于个人之间未观察到的差异而感到困惑。我们发现几乎没有能力支持这些估计之间的差异。我们讨论了代际封闭对科尔曼社会资本理论的影响。