Results 1 - 10
of
25
Student engagement, peer social capital, and school dropout among Mexican American and non-Latino White students
, 2008
"... Policy makers are especially concerned about persistently high dropout rates among U.S. Latinos, the largest minority population in the United States. This study used a national longi-tudinal database to show that the behavioral and social aspects of schooling are dynamically linked in the process o ..."
Abstract
-
Cited by 25 (0 self)
- Add to MetaCart
(Show Context)
Policy makers are especially concerned about persistently high dropout rates among U.S. Latinos, the largest minority population in the United States. This study used a national longi-tudinal database to show that the behavioral and social aspects of schooling are dynamically linked in the process of school completion and dropout among Mexican American and non-Latino white adolescents. In contrast to the tendency of academically disengaged students to develop street-oriented friendships, students who are involved in school tend to befriend oth-ers who also make schooling a priority. Thus, student engagement influences competing friendship networks in a manner that contributes to the completion of school. Furthermore, engagement behaviors and school-oriented friendship networks have the potential to reduce dropout rates. To their social and educational detriment, however, Mexican American students appear to be less engaged in unorganized academic endeavors and formally sponsored extracurricular activities than are white students. The results of this study support policies that combine targeted educational and social reforms to bolster school completion among Mexican origin youths. Sociology of Education 2008, Vol. 81 (April): 109–139 109 Improving high school dropout and gradu-ation rates continues to be a formidableeducational challenge in the United States. Each year almost half a million students drop out of school (U.S. Census Bureau 2007:Table 7). An even greater number, approximately one-third of all students who enter high school in the ninth grade, fail to graduate four years later (Rumberger 2008; Swanson 2004). Graduation rates among underrepre-sented minority students—particularly Latinos1 and African Americans—are even lower (Alliance for Excellent Education 2007). Only slightly more than half of Latino and black students graduate from high school on time with a regular diploma (Kelly 2005). In many states, the difference between white and minority graduation rates is as much as 50 percentage points (Editorial Projects in Education 2007). Moreover, the gap in pros-perity between high school graduates and dropouts has been increasing (U.S.
Toward understanding how social capital mediates the impact of mobility on Mexican American achievement
- Social Forces
, 2005
"... This study links the social capital literature with research on student mobility to investigate low test score performance among Mexican origin youth. Specifically, it examines whether Mexican Americans learn less in school than non-Latino Whites, in part because they have limited social capital due ..."
Abstract
-
Cited by 11 (1 self)
- Add to MetaCart
(Show Context)
This study links the social capital literature with research on student mobility to investigate low test score performance among Mexican origin youth. Specifically, it examines whether Mexican Americans learn less in school than non-Latino Whites, in part because they have limited social capital due to the fact that they are more mobile during their school careers. This study also considers whether differentforms of peer social capital, like different kinds of currency, have differential exchange value, and ifsuch differences influence the test-score gap. Findings encourage greater sensitivity to inter- and intra-ethnic distinctions in the socialization process that contribute to group differences in the availability and utility of the resources that inhere in social networks. No group will do more to change the nation's schools in the next quarter century than the new ethnic mosaic of Latinos, ' the largest and fastest growing minority population in the United States (Tienda 2001). The number of U.S. Latinos is increasing eight times more rapidly than the population as a whole; by 2025 a quarter of all U.S. K-12 students will be of Spanish-speaking origin (U.S. Department of Commerce, Bureau of the Census 2000a). This tectonic shift in U.S. demographics is accompanied by broadening concern regarding low average Latino educational achievement and attainment patterns (Fernández, Paulsen 8 Hirano-Nakanishi 1989; Latinos in Education 1998). While the gap in high school completion rates between non-Latino Blacks and Whites has narrowed significantly in the past 30 years, double-digit disparities in Latino and non-Latino White high school graduation rates have stubbornly persisted (U.S. Department of Education 2004). 2 Although achievement differences between Latinos and non-Latinos are pronounced, they are perhaps not as disparate as within-group differences in student performance among Latino sub-populations (Valencia 2002). Illustratively, youth of Mexican descent — the most challenged of all Latino subgroups (Aguirre and Martinez 2000; Gibson, Gándara and Koyama 2004) — are dropping out of school at nearly twice the rate of their Cuban American
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital
"... JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JS ..."
Abstract
-
Cited by 7 (0 self)
- Add to MetaCart
(Show Context)
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. American Educational Research Association is collaborating with JSTOR to digitize, preserve and extend
Switching schools: Revisiting the relationship between school mobility and high school dropout
- American Educational Research Journal
, 2012
"... Youth who switch schools are more likely to demonstrate a wide array of neg-ative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncertain, since youth who switch schools are similar to dropout ..."
Abstract
-
Cited by 6 (0 self)
- Add to MetaCart
(Show Context)
Youth who switch schools are more likely to demonstrate a wide array of neg-ative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncertain, since youth who switch schools are similar to dropouts in their levels of prior school achievement and engagement, which suggests that switching schools may be part of the same long-term developmental pro-cess of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997, this study uses propensity score matching to pair youth who switched high schools with similar youth who stayed in the same school. We find that while over half the association between switching schools and dropout is explained by observed character-istics prior to ninth grade, switching schools is still associated with dropout. Moreover, the relationship between switching schools and dropout varies de-pending on a youth’s propensity for switching schools.
Who's at risk in school and what's race got to do with it? Review of Research in
- Education
, 2009
"... Who is at risk in school, and what does race have to do with it? In respondingto the first part of this question, researchers have relied extensively on quan-titative analyses. Historically, such studies have either calculated the “likelihood ” of poor educational outcomes (e.g., dropping out of hig ..."
Abstract
-
Cited by 4 (0 self)
- Add to MetaCart
(Show Context)
Who is at risk in school, and what does race have to do with it? In respondingto the first part of this question, researchers have relied extensively on quan-titative analyses. Historically, such studies have either calculated the “likelihood ” of poor educational outcomes (e.g., dropping out of high school and/or course failure) for different demographic categories or documented the underperformance of one demographic category compared to another on a host of academic measures, includ-ing grade point average (GPA), high school completion, and, most often, perfor-mance on standardized achievement tests. In empirical analyses of this kind, race has often been reduced to a variable, and study after study has demonstrated its reliable and robust correlation with indices of educational achievement and attainment (e.g.,
Students of Color Using School Networks for Support and Guidance
"... Through analyses of focus group transcripts, the author highlights key school-based supports and resources students viewed as helpful in their college-planning activities and explores the challenges students ’ expressed about being exposed to school-based social capital while living in disadvantaged ..."
Abstract
- Add to MetaCart
(Show Context)
Through analyses of focus group transcripts, the author highlights key school-based supports and resources students viewed as helpful in their college-planning activities and explores the challenges students ’ expressed about being exposed to school-based social capital while living in disadvantaged community contexts. The findings suggest the importance of intersecting dosages of school-based social capital such as high expectations and experi-ential learning to help students complete their college-planning activities as well as the need for coping strategies for the psychological barriers of being college-bound within contexts where college access is not widely available.
Following Different Pathways: Effects of Social Relationships and
, 2007
"... Copyright by ..."
(Show Context)
Part of the Elementary and Middle and Secondary Education Administration Commons, and the Secondary Education and Teaching Commons This Dissertation is brought to you for free and open access by ScholarWorks. It has been accepted for inclusion in Walden D
, 2012
"... School leader perceptions of acceptable evidence of parent involvement ..."
(Show Context)
Social and Subcultural Capital Among Teenagers
"... This article makes a case for the inclusion of subcultural capital as an indictor of social capital networks in the lives of teenagers. It does so by critiquing approaches that assume that adult measures of social capital can be non-problematically extended to account for stocks of social capital he ..."
Abstract
- Add to MetaCart
(Show Context)
This article makes a case for the inclusion of subcultural capital as an indictor of social capital networks in the lives of teenagers. It does so by critiquing approaches that assume that adult measures of social capital can be non-problematically extended to account for stocks of social capital held by younger generations. To illustrate the fallacy of this approach, this article draws on data from the 2003 Northern Ireland Young Life and Times Survey (NIYLTS) and the indicators used to explore the relevance of social capital in the lives of teenagers. By ignoring concepts such as subcultural capital, surveys such as the NILYTS provide partial frameworks for understanding the complexities of young people’s links to social capital networks and their inclusive and exclusive effects.
STUDENTS: A MULTI-LEVEL ANALYSIS
, 2012
"... This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact ecommons@luc.edu. ..."
Abstract
- Add to MetaCart
(Show Context)
This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact ecommons@luc.edu.
