A test of social capital theory outside of the American context: Family and school social capital and youths’ math scores in Canada, Japan, and the United States

Bassani, Cherylynn

doi:10.1016/j.ijer.2007.03.001

Cited by 22 publications

(13 citation statements)

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“…In a line of scholarly work named school effectiveness, researchers have been interested in explaining young people's success in schools (e.g., Bassani, 2006;Tremblay et al, 2001;International Journal of Educational Development 30 (2010) [182][183][184][185][186][187][188][189][190][191][192] …”

Section: The Impetus For Studying School Characteristicsmentioning

confidence: 99%

“…Social capital, broadly conceived, concerns institutions, relationships, attitudes, and values that govern interactions among people and affect economic, social, and individual development (Grootaert and Van Bastelaer, 2002). It has been used successfully in understanding social development including schooling and school outcomes (e.g., Bassani, 2006;Goddard, 2003;Ostrom, 2000;Parcel and Dufur, 2001). The social capital framework fits into the tradition of capital-based theories.…”

Section: Social Capital Theorymentioning

confidence: 99%

“…Based on the literature, such factors are considered as less likely to be affected by schools (e.g., Bassani, 2005Bassani, , 2006OECD, 2007a). The PISA index of economic, social and cultural status (ESCS) and student gender were the two student level background variables.…”

Section: Measures and Variablesmentioning

confidence: 99%

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Unpacking the inequality among Turkish schools: Findings from PISA 2006

Alacaci

Erbaş

2010

International Journal of Educational Development

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Section: The Impetus For Studying School Characteristicsmentioning

confidence: 99%

Section: Social Capital Theorymentioning

confidence: 99%

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Unpacking the inequality among Turkish schools: Findings from PISA 2006

Alacaci

Erbaş

2010

International Journal of Educational Development

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“…The results indicated that this conception of social capital increased students' chances of attending a postsecondary institution in the year after high school graduation. In an attempt to examine the relationship between social capital and students' scores on mathematics, Bassani (2006) surveyed students of three countries from three different continents. Significant associations were found between students' social capital and their math scores.…”

mentioning

confidence: 99%

Parental Education and Social and Cultural Capital in Academic Achievement

Pishghadam¹,

Zabihi²

2011

IJEL

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The relationship between social and cultural capital and academic achievement was explored in this study by administering the Social and Cultural Capital Questionnaire (SCCQ) to 320 undergraduate students majoring in English language, and correlating the respective subscales with the learners' university GPA. All five factors of SCCQ were found to be correlated significantly with the learners' GPA. Moreover, having conducted the regression analysis, the researchers found out that literacy and cultural competence were predictive of higher GPA. The researchers then entered parents' educational levels into the regression model. The results of this analysis indicated that, together with literacy, mother's educational level predicted 23% of the variances in learners' GPA. However, father's educational level was not a good predictor of academic achievement. The implications of the results were discussed within a foreign language context and suggestions were made for future research. Keywords: Academic achievement, Parental education, University GPA, Social and cultural capital, Foreign language context 1. Introduction One of the greatest concerns of educational sociology has been to see whether students' socio-economic backgrounds would bear any relationship to the measures of achievement. The concepts of cultural and social capital are increasingly used to explain differential academic achievement in developed as well as developing nations (e.g., Eng, 2009;Israel & Beaulieu, 2004; Merenluoto, 2009; Sandefur, Meier, & Hernandez, 1999). However, it seems that, the operationalisation of these concepts has not yet received substantial attention. It was not until recently that researchers have set about designing scales for the measurement of social and cultural capital. The first attempts were made by Pishghadam, Noghani, and Zabihi (2011) who designed and validated a 42-item questionnaire of social and cultural capital, and by Khodadady and Zabihi (In press) who have validated a revised version of the same scale comprising 35 items. There is an accord among researchers, in the area of education, on the necessity of recognizing the structure of relations among social and educational institutions by examining how individuals' different social and cultural experiences affect their educational outcomes (Eng, 2009; Kim & Schneider, 2005; Prado, 2009; Schlee, Mullis, & Shriner, 2009; Tramonte & Willms, 2010). Research in the domain of general education has shown that there is a high association between social and cultural capital and academic achievement (De Graaf, De Graaf, & Kraaykamp, 2000; Kim & Schneider, 2005; Prado, 2009). It means that those who have more access to these two types of capital are more successful in educational attainment. To our best knowledge, no study has been done to date to explore the relationship between social and cultural capital and university EFL students' academic achievement. Thus in this paper, we have examined the relationship between social and cultural capital and university G...

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“…Social capital can also be associated with a household composed of young children, which has been found to thicken parental engagement with civil society through community participation and information about outlets for volunteerism (Bassani, 2007;Dunifon and Kowaleski-Jones, 2002). Likewise, social capital and its relation to volun- of disability labour supply perspective predicts benefit programs will have incentives/disincentives to engage in labour market activity.…”

Section: Social Capital Perspectivementioning

confidence: 99%

Volunteering, Income Support Programs and Persons with Disabilities

Campolieti¹,

Gómez

Gunderson

2009

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We study the propensity of persons with disabilities to engage in volunteer activity using the Participation and Activity Limitation Survey (PALS). our principal focus is on the effects of various income support programs on persons with disabilities participation in volunteer activities because income support programs can differ with respect to their treatment of unpaid work. For example, workers' compensation programs embody strong disincentives to volunteering while public disability insurance programs explicitly encourage unpaid work. We find that workers' compensation is associated with decreases in the probability of volunteering while public disability insurance is associated with increases in the propensity to volunteer. The relevance of these results to both theories of volunteerism and public policy is discussed.

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A test of social capital theory outside of the American context: Family and school social capital and youths’ math scores in Canada, Japan, and the United States

Cited by 22 publications

References 44 publications

Unpacking the inequality among Turkish schools: Findings from PISA 2006

Unpacking the inequality among Turkish schools: Findings from PISA 2006

Parental Education and Social and Cultural Capital in Academic Achievement

Volunteering, Income Support Programs and Persons with Disabilities

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