Examining the Effects of Family and School Social Capital on Delinquent Behavior

Dufur, Mikaela J.; Hoffmann, John P.; Braudt, David B.; Parcel, Toby L.; Spence, Karen R.

doi:10.1080/01639625.2014.944069

Cited by 58 publications

(60 citation statements)

References 53 publications

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“…being respected and treated fairly at home and school) (Goswami 2012;McAuley and Rose 2014;Reesand Main 2015), and supportive environments (e.g. experience of being bullied) (Currie et al 2012;Dufur et al 2015;Huebner et al 2014;Klocke et al 2014) appeared to have significant effects on children's life satisfaction (Goswami 2014;Pople et al 2015).…”

Section: Discussionmentioning

confidence: 99%

“…shared activities) (Ferguson 2006;R a l e y2014), perception of relationships with parents and teachers (e.g. being respected and treated fairly at home and school) (Goswami 2012;McAuley and Rose 2014;Rees and Main 2015), norms of reciprocity and trust at home and school (McPherson et al 2014), feeling of safety at home and school (Dufur et al 2015;Huebner et al 2014), and experience of being bullied (Klocke et al 2014). However, the existing evidence might have limited generalisability as most factors contributing to positive and negative child well-being so far identified in the field were based on western societies (with some exceptions, Kim and Main 2016;Re esetal .2016;Re es and Main 2015, See also: www.isciweb.org).…”

Section: Introductionmentioning

confidence: 99%

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Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

Lau

Bradshaw

2016

Child Ind Res

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There has been growing research interest into child poverty and child wellbeing in Asia. However the development of qualitative and quantitative data in the field predominately adopts 'expert-led' or adult-derived measures of child poverty. This article aims to explore variations in children's overall life satisfaction by their sociodemographic characteristics and social relationships in Hong Kong. Data used in this article is drawn from the first wave of the Strategic Public Policy Research (SPPR) project-'Trends and Implications of Poverty and Social Disadvantages in Hong Kong: A Multi-disciplinary and Longitudinal Study'. This article reports, for the first time evidence based on a child-derived material deprivation index -thereby addressing the limitations in traditional adult-derived child poverty measures. The study found that child deprivation explained more of the variation in children's overall life satisfaction than traditional adult-reported income poverty. Further analyses showed that children's perceived positive relationships with family and teachers, perceived strong social support from family, and experience of being bullied were associated with their life satisfaction.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

Lau

Bradshaw

2016

Child Ind Res

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“…In addition to potentially being correlated with our outcome of interest, we note that social capital creation and returns are related to pro-social behavior, as well (Dufur et al, 2015; Fagan et al, 2011). This may be especially true for school social capital, as students who remove themselves from school or who are removed from school may have less opportunity to build school social capital.…”

Section: Methodsmentioning

confidence: 99%

“…McNeal (2001) noted that both family capital and school capital predicted behavioral outcomes, whereas school social capital actually had a negative impact on cognitive outcomes (science achievement), but that SES modified these associations. More recently, Dufur et al (2015) found that sources of capital in the family exerted a stronger influence on delinquent behavior than school-based sources of capital. In fact, the effect of school social capital was only about one-third the effect of family social capital on this type of behavior.…”

Section: The Effects Of Capital At Home and At School: What Do We mentioning

confidence: 99%

☆ Who has the advantage? Race and sex differences in returns to social capital at home and at school

Dufur

Parcel

Hoffmann

et al. 2016

Research in Social Stratification and Mobility

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A growing body of literature suggests that social capital is a valuable resource for children and youth, and that returns to that capital can increase academic success. However, relatively little is known about whether youth from different backgrounds build social capital in the same way and whether they receive the same returns to that capital. We examine the creation of and returns to social capital in family and school settings on academic achievement, measured as standardized test scores, for white boys, black boys, white girls, and black girls who were seniors in high school in the United States. Our findings suggest that while youth in different groups build social capital in largely the same way, differences exist by race and sex as to how family social capital affects academic achievement. Girls obtain greater returns to family social capital than do boys, but no group receives significant returns to school social capital after controlling for individual- and school-level characteristics.

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“…While school-level processes are generally considered not capable of eliminating entirely the effects of family experiences (Dufur, Hoffmann, Braudt, Parcel, & Spence, 2015;Duncan, Boisjoly, & Harris, 2001;Duncan & Murnane, 2011;Solon, Page, & Duncan, 2000), nevertheless, they can provide remedial processes or resources that may counter the influence of detrimental family processes on offending behaviour (Barnert et al, 2015;Hoffmann & Dufur, 2008). The socialization role of schools has become more of a formally recognized role in Northern Ireland since the personal, social, and health education curriculum was made statutory in all grant-aided primary and post-primary schools in 2007.…”

Section: School Influences On Offendingmentioning

confidence: 99%

School bonding and ethos in trajectories of offending: Results from the Belfast Youth Development Study

Higgins

Perra

Jordan

et al. 2020

Brit J of Edu Psychol

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Background Aspects of the school environment, such as school attachment levels, are linked to adolescent offending. Previous research has not clarified whether a school‐ or individual‐level intervention approach to improving pupil school attachment and commitment is most likely to reduce adolescent offending. Aim The present study assessed the impact of individual‐ and school‐level variables on offending behaviour from ages 14–16 years. Sample The participants were 4,049 young people from 42 mainstream schools who took part in the Belfast Youth Development Study. Method Multilevel modelling was used to examine the relative influence of individual‐ and school‐level variables on offending behaviour in adolescence. Results Pupils who had high levels of school commitment and attachment and were involved in fewer fights at age 13 reported lower levels of offending at age 14 years. Differences between schools accounted for 7% of the variation in offending. Lower individual‐level commitment was associated with higher initial levels of offending at age 14 if the school‐level ethos was of higher commitment. Lack of safety at the school level appeared to be detrimental for young people not exposed to socio‐economic deprivation. Conclusions Individual‐level targeted interventions are likely to be a more cost‐effective approach of reducing offending behaviour in adolescence. Additional, albeit smaller, reductions in offending levels could be achieved through school‐level interventions in some school types (e.g., deprived areas).

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Examining the Effects of Family and School Social Capital on Delinquent Behavior

Cited by 58 publications

References 53 publications

Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

Material Well-being, Social Relationships and Children’s Overall Life Satisfaction in Hong Kong

☆ Who has the advantage? Race and sex differences in returns to social capital at home and at school

School bonding and ethos in trajectories of offending: Results from the Belfast Youth Development Study

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