A Little Help from My Friend's Parents: Intergenerational Closure and Educational Outcomes

Carbonaro, William

doi:10.2307/2673172

Cited by 297 publications

(215 citation statements)

References 19 publications

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“…In other cases, the support is of a more affective nature, realized via the moral imperatives that parents and other family members instill in the younger generation (Ream, 2005). Further, when parents' social networks extend beyond the family to include, for example, other parents or school personnel, they may gain access to critical information about how to facilitate successful educational outcomes among their children (Carbonaro, 1998;Horvat et al, 2003;Kao & Rutherford, 2007). As other researchers have demonstrated, Hispanic parents' information networks and the ability to connect students to resources, including college information and guidance, appear especially important with respect to preparing for and enrolling in college (Alvarez, 2010).…”

Section: The Current Studymentioning

confidence: 99%

“…Prior research also demonstrates the benefits for children that arise through parents' informal ties with other parents (Carbonaro, 1998;Horvat, Weininger, & Lareau, 2003;Ream & Palardy, 2008) and their more formally organized relationships with school staff (Delgado-Gaitan, 1992;Lareau, 2011). Although not all of these studies are couched in the terminology of social capital, many parental involvement behaviors fit within a social capital framework precisely because parents' interactions with their children, other parents, and school personnel are all means by which parents bestow human capital (e.g., college information and know-how) upon their children (Perna & Titus, 2005).…”

Section: The Current Studymentioning

confidence: 99%

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Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Ryan

Ream

2016

American Educational Research Journal

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Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor's degree attainment among Hispanic individuals in the United States. Drawing on nationally representative longitudinal data and social capital theory, this research investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hispanic youth use resources embedded in their social networks to promote their children's engagement in college-aligned actions and whether this process varies according to student immigrant generation status. Results suggest that regardless of immigrant generation, Hispanic students who take instrumental steps during high school that are aligned with admission to college have a greater probability of initially enrolling in a four-year institution. Importantly, however, the influence of different forms of parent social capital during the process of four-year college enrollment varies markedly according to student immigrant generation.KEYWORDS: Hispanic, immigrant, postsecondary, social capital theory SARAH RYAN is a researcher in the Research, Evaluation and Policy unit at Education Development Center, 43 Foundry Avenue, Waltham, MA 02453, USA; e-mail: sryan@edc.org. In her research, Ryan seeks to better understand how practice and policy contribute to but might also ameliorate inequities in educational processes and outcomes among youth. Her work spans multiple disciplines, including the sociology of education, higher education, and educational policy.

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Section: The Current Studymentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Ryan

Ream

2016

American Educational Research Journal

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“…From this work we know that prior academic achievement (Alexander et al 1997(Alexander et al , 2001Goldschmidt and Wang 1999;Rumberger 2004), pauses in schooling and school mobility (Swanson and Schneider 1999;Rumberger 2004;Neild and Balfanz 2006), student attitudes and engagement in school (Rumberger 1987;Alexander et al 1997;Swanson and Schneider 1999), and high-achieving peers (Carbonaro 1998;Kasen et al 1998) are all associated with high school completion. The risk of dropping out also increases with age; students who have been retained are more likely to drop out (Roderick 1994;Hauser et al 2004).…”

Section: High School Completionmentioning

confidence: 99%

Investigating Middle School Determinants of High School Achievement and Graduation in Three California School Districts

Kurlaender¹,

Jackson²

2012

California Journal of Politics and Policy

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This paper explores early predictors of high school graduation and success. Employing 7th grade cohorts from three large California school districts (San Francisco, Fresno, and Long Beach), we investigate the role of several key middle school academic performance measures in identifying students' 11th grade academic performance, passing the California High School Exit Examination on the first attempt, and diploma receipt. We find that standardized assessments, timing of algebra, and course failures in middle school provide useful indicators of students' high school academic success. Our aim is not to identify any causal mechanism by which middle school achievement leads to high school success or failure, but rather to describe important associations that may aid policymakers and school leaders to develop strategies early in students' educational pursuit of the high school diploma.

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“…They highlight potential drawbacks of parental closure, and they conjecture that these liabilities outweigh the benefits except in the presence of strong norms. Carbonaro (1998) reports that parental closure is associated with greater mathematics achievement but that the association vanishes after prior achievement level is controlled. He also finds an inverse relation between parental closure and dropout rates.…”

Section: Public and Private Schools Families And Educational Outcomesmentioning

confidence: 99%

The Sociology of James S. Coleman

Marsden

2005

Annu. Rev. Sociol.

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■ Abstract This chapter surveys the career and scholarship of James S. Coleman.It tracks scholarly usage of his work, with attention to references after 1995 and the subject areas in which its use is concentrated. At base a scholar of problems in social organization, Coleman made influential contributions that range across the sociology of education, policy research, mathematical sociology, network/structural analysis, and sociological theory. Works from several phases of Coleman's career are cited widely by scholars in sociology, education, economics, business/management, and other social science fields; during the past decade his conceptual work on social capital has been most influential. Coleman's widely debated Foundations of Social Theory is receiving increasing attention and has helped to establish a stable if limited niche for rational choice analysis within sociology.

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A Little Help from My Friend's Parents: Intergenerational Closure and Educational Outcomes

Cited by 297 publications

References 19 publications

Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Investigating Middle School Determinants of High School Achievement and Graduation in Three California School Districts

The Sociology of James S. Coleman

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