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1. Social and Cultural Capital, Race and Ethnicity, and College Student Retention (EJ806243)
Author(s):
Wells, Ryan
Source:
Journal of College Student Retention: Research, Theory & Practice, v10 n2 p103-128 2008-2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Higher Education; Ethnicity; Academic Persistence; School Holding Power; Social Capital; Cultural Influences; Racial Factors; Gender Differences; Racial Differences; Parent Participation; Institutional Characteristics; Income; Tuition; Scores; Student Financial Aid; Peer Influence
Abstract: This study addresses the role that social and cultural capital play in first-to-second year persistence in higher education and examines how race and ethnicity are associated with initial levels of such capital. Using logistic regression analysis, the results show that social and cultural capital are positively significant for persistence in higher education across all racial and ethnic groups. However, results also show that certain groups, especially Hispanics, have lower levels of normatively valued forms of social and cultural capital than others. The effects for social and educational stratification are discussed, as are implications for higher education retention policies and further research. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Lifelong Learning for Sustainable Community Development in a Japanese Case (ED502814)
Maruyama, Hideki
Online Submission, Educational Policy Analysis and Strategic Research v4 n1 2009
2009-01-01
Journal Articles; Reports - Evaluative
N/A
Descriptors: Community Development; Lifelong Learning; Foreign Countries; Social Capital; Sustainable Development; Social Problems; Case Studies; Community Cooperation; School Community Programs; Human Capital; Social Change; Youth Opportunities
Abstract: The scope of lifelong learning in Japan covers school education and informal learning. Japan faces large social changes: severe child population decline could ease competition for entrance examination but students are pushed to win in the society; cyber communication changes the human relationships more invisible and atomized; the gap between urban and remote areas is widened; and local industry can hardly find its successors and local schools need to attract students because young people move away to city. This article overlooks what the Japanese society has missed today and identifies it is the social aspects of outcomes by lifelong learning. Recent trends and the framework of lifelong learning in Japan are introduced, and the concept of social capital is used for discussion. The case study shows benefits of learning opportunities, technology, and collaboration in a Japanese local city to build a sustainable society. (Contains 1 figure and 24 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Public Policies and Suicide Rates in the American States (EJ815302)
Flavin, Patrick; Radcliff, Benjamin
Social Indicators Research, v90 n2 p195-209 Jan 2009
2009-01-00
Descriptors: Quality of Life; Suicide; Ideology; Social Capital; Public Policy; Correlation; Welfare Services; State Government; Government Role
Abstract: We are interested in the relationship between public policies and outcomes measuring quality of life. There is no outcome more final than the ending of one's own life. Accordingly, we test the relationship between public policy regimes and suicide rates in the American states. Controlling for other relevant factors (most notably a state's stock of social capital), we find that states with higher per capita public assistance expenditures tend to have lower suicide rates. This relationship is of significant magnitude when translated into potential lives saved each year. We also find that general state policy liberalism and the governing ideologies of state governments are linked to suicide rates. In response to a growing literature on the importance of non-political factors such as social connectedness in determining quality of life, these findings demonstrate that government policies remain important determinates as well. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Comparing Educational Trajectories of Two Chinese Students and One Latina Student, a Social Capital Approach (EJ822314)
Prado, Jose M.
High School Journal, v92 n2 p14-27 Dec 2008-Jan 2009
Descriptors: Educational Discrimination; Educational Opportunities; Social Networks; Social Capital; Educational Resources; Immigrants; Hispanic American Students; Chinese Americans; Comparative Analysis; Working Class; Student Needs; Postsecondary Education; Academic Aspiration; High School Students; Cultural Influences; Barriers; Teacher Student Relationship; Teacher Role
Abstract: This qualitative study compares and analyzes the social network experiences of two working-class Chinese students from immigrant families (Sally, Alex) to those of one working-class Latina student from an immigrant family (Elizabeth). Theory holds that these students would have difficulty obtaining educational resources and support (i.e., social capital) to hurdle educational discrimination (Biddle, 2001). They would also have difficulty devising post-secondary education plans. As is argued throughout, it is Chinese students' presence in the more resource-full networks and organizations that facilitate their acquisition of social capital. This bears on their greater educational trajectories. The Latina student's experience contrasts theirs. Her limited social capital complicates her ability to hurdle educational discrimination. This reduces her high school opportunities and her post-secondary educational opportunities. (Contains 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Exploring the Wealth Returns to Latino Higher Educational Attainment: Estimates of Work-Life Earnings Profiles (EJ822818)
Robles, Barbara J.
Journal of Hispanic Higher Education, v8 n1 p5-22 2009
Descriptors: Educational Benefits; Educational Attainment; Profiles; Hispanic Americans; Education Work Relationship; Income; Social Mobility; Economic Progress; Cultural Capital; Social Capital; Human Capital; Biculturalism
Abstract: A significant research gap exists in our knowledge of how educational attainment affects wealth building and intergenerational wealth transfers among Latinos. Wealth includes earnings but is a much wider and more fundamental measure of economic mobility. The education-earnings-wealth relationship is explored by constructing estimates of social gains and losses based on work-life earnings profiles for Latino workers. Findings indicate that public investment in Latino higher education results in social benefits by increasing public revenues and contributing to national prosperity. (Contains 10 figures, 2 tables, and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Escaping Poverty and Securing Middle Class Status: How Race and Socioeconomic Status Shape Mobility Prospects for African Americans during the Transition to Adulthood (EJ824089)
Hardaway, Cecily R.; McLoyd, Vonnie C.
Journal of Youth and Adolescence, v38 n2 p242-256 Feb 2009
2009-02-00
Information Analyses; Reports - Research
Descriptors: African American Students; Race; Middle Class; Educational Attainment; Social Mobility; Poverty; Socioeconomic Status; Academic Achievement; Employment; Ownership; Housing; Racial Discrimination; Racial Bias; Social Capital; Cultural Capital
Abstract: This article draws on extant research from the disciplines of psychology, sociology, and economics to identify linkages between individual, family, community, and structural factors related to social mobility for African Americans during the transition to adulthood. It considers how race and class together affect opportunities for social mobility through where African Americans live, whom they associate with, and how they are impacted by racial and class-related stigma. Of particular interest is social mobility as accomplished through academic achievement, educational attainment, employment, economic independence, and homeownership. Research on five issues is reviewed and discussed: (a) the unique vulnerabilities of newly upwardly mobile African Americans, (b) wealth as a source of inequality, (c) racism and discrimination, (d) the stigma associated with lower-class status, and (e) social and cultural capital. The article concludes with a summary and directions for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Support and Guidance from Families, Friends, and Teachers in Latino Early Adolescents' Math Pathways (EJ824716)
Azmitia, Margarita; Cooper, Catherine R.; Brown, Jane R.
Journal of Early Adolescence, v29 n1 p142-169 2009
Descriptors: Siblings; Adolescents; Guidance; Social Capital; Longitudinal Studies; Predictor Variables; Hispanic Americans; Interviews; Homework; Social Support Groups; Mathematics Achievement; Grades (Scholastic); Family (Sociological Unit); Family Income; Friendship; Statistical Analysis
Abstract: This longitudinal study linked concepts of familism and social capital to investigate emotional support and educational guidance from parents, siblings, friends, and teachers in predicting Latino early adolescents' math grades during their transition from elementary school to junior high. Thirty-one Latino youth were interviewed twice and their school transcripts analyzed. Youth reported that parents and siblings provided the most support and guidance across these years, followed by friends, and to a lesser extent, teachers, who primarily helped with homework. However, only families' support, guidance, and income predicted math grades. Implications for research, policy, and practice highlight immigrant Latino families with modest schooling as resources and how Latino youth draw resources from families, friends, and schools. (Contains 6 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Examining the Influences of Gender, Race, Ethnicity, and Social Capital on the Subjective Health of Adolescents (EJ825232)
Almgren, Gunnar; Magarati, Maya; Mogford, Liz
Journal of Adolescence, v32 n1 p109-133 Feb 2009
Descriptors: Individual Characteristics; Race; Adolescents; Foreign Countries; Social Networks; Gender Differences; Social Capital; Immigrants; Health; Student Surveys; High School Seniors; Parent Child Relationship; Control Groups; School Safety; Vietnamese People; Asian Americans; Cambodians; Ethnicity; Student Attitudes
Abstract: We investigate the factors that influence adolescent self-assessed health, based upon surveys conducted between 2000 and 2004 of high-school seniors in Washington State (N = 6853). A large proportion of the sample (30%) was first and second generation immigrants from Asia, Latin America, and Eastern Europe. Findings include a robust negative effect of female gender on self-reported health that is largely unmodified by demographic, developmental, social capital, and parental support variables, gender differences in the covariates of self-reported health, and the tendency of male adolescents of Cambodian and Vietnamese origin to report lower levels of self-reported health despite controls for other health-related individual characteristics. Social capital dimensions such as positive school affiliation, social network cohesion, and a safe learning environment were found to covary with the self-reported health of adolescent females. (Contains 1 figure and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Going Global: Understanding the Choice Process of the Intent to Study Abroad (EJ825259)
Salisbury, Mark H.; Umbach, Paul D.; Paulsen, Michael B.; Pascarella, Ernest T.
Research in Higher Education, v50 n2 p119-143 Mar 2009
2009-03-00
Descriptors: Higher Education; College Choice; Study Abroad; Intention; Student Motivation; Educational Policy; Economic Factors; Socioeconomic Influences; Cultural Capital; Social Capital
Abstract: This study applies an integrated model of college choice to better describe students who do and do not intend to study abroad. Although internationalization through study abroad is widely touted as a preferred means of developing globally competent college graduates, very little is known about the factors that influence students' predisposition to study abroad. This research explores the impact of financial, human, social, and cultural capital on students' intent to study abroad. Analysis of data from the Wabash National Study of Liberal Arts Education (WNSLAE) demonstrates a complex interplay between SES, accumulated pre-college capital, and capital acquired during the freshman year. Important implications for national policy makers, senior administrators, study abroad professionals and higher education researchers are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Ecology in Educational Theory: Thoughts on Stratification, Social Mobility & Proximal Capital (EJ808712)
Johnson, Odis, Jr.
Urban Review: Issues and Ideas in Public Education, v40 n3 p227-246 Sep 2008
2008-09-00
Descriptors: Educational Theories; Outcomes of Education; Social Mobility; Geographic Location; Social Stratification; Environment; Social Capital
Abstract: This article examines how variation in educational outcomes according to "place," or one's geographic environment, has been explained in educational theory. In a critical review of functional, conflict, cultural and institutional theory in education, the author describes the disciplinary perspectives and research that leave the mechanisms of student differentiation according to place largely undeveloped. By introducing two related concepts of endogenous capital, the author articulates macro- and micro-level systems of social mobility between and within schools according to place. The author contends the social organization and functioning of schools mirror and support the larger structure of place-based stratification in that they sort and allocate students into places within school that differentiate one's ability to convert the resources of the environment into social mobility. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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