Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital

Ream, Robert K.; Palardy, Gregory J.

doi:10.3102/0002831207308643

Cited by 86 publications

(86 citation statements)

References 115 publications

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“…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%

“…We focus on the potential for parents' relationships-with their children, with parents of their children's friends, and with school staff-to influence this process. This focus brings attention to the provocative but under-investigated notion that the same forms of parent social capital might be variably convertible across groups (Ream & Palardy, 2008) and such differences may influence educational processes in ways that are typically overlooked or ascribed to variation in parent income or education (Ream, 2005). We also pay particular attention to whether and how this process varies according to immigrant generation status (Tienda, 2011).…”

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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“…Interestingly, Ream and Palardy (2008) and Lareau (2000Lareau ( , 2003 cite the work on funds of knowledge to highlight the existence of class differences in parent-child interactions. Ream and Palardy (2008) state that 'there are many impoverished and working-class parents who use their funds of knowledge .…”

Section: Social Capitalmentioning

confidence: 99%

“…conversion and accumulation) that are key to understanding students' educational trajectories by either facilitating or preventing the exchange of educationally relevant resources (Ream and Palardy, 2008). Researchers (Lareau, 2000(Lareau, , 2003Ream and Palardy, 2008) have considered both Coleman's functional (i.e.…”

Section: Social Capitalmentioning

confidence: 99%

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Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge

Ríos-Aguilar

Kiyama

Gravitt

et al. 2011

Theory and Research in Education

220

151

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Educational researchers have assumed that the concept of funds of knowledge is related to specific forms of capital. However, scholars have not examined if and how these theoretical frameworks can complement each other when attempting to understand educational opportunity for underrepresented students. In this article, we argue that a funds of knowledge approach should also be studied from a capital perspective. We claim that bridging funds of knowledge and capital has the potential to advance theory and to yield new insights and understandings of students' educational opportunities and experiences. Finally, we provide a discussion of key processes -(mis)recognition, transmission, conversion, and activation/mobilization -to which educational researchers need to pay closer attention when attempting to understand the attainment of goals in under-represented students' lives.

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Race, Class, and Ethnicity in Young Adulthood

McLoyd

Purtell

Hardaway

2015

Handbook of Child Psychology and Developmental Science

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This chapter examines how social class, race, and ethnicity shape the transition to adulthood, drawing heavily on life course theory, developmental contextualism, and the concepts of risk, resilience, and social capital as analytic anchors. Four domains of functioning are discussed—conceptions of adulthood, mental health, paid employment, and educational attainment. Emphasis is given to studies that illuminate processes that link social location to the development of youth (mediational processes) and studies that examine sources of variation in developmental pathways among economically disadvantaged and ethnic minority youth, with special attention to the positive end of the risk dimension (i.e., promotive factors). We also highlight protective factors, that is, factors and processes that mitigate the negative effects of economic advantage and ethnic minority status on the functioning of youth during the transition to adulthood. Each major section of the chapter concludes with a summary and discussion of questions and issues that merit study in future research. The chapter emphasizes research based on U.S. samples, but incorporates research findings from youth in Canada and Western European countries.

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Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital

Cited by 86 publications

References 115 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

Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge

Race, Class, and Ethnicity in Young Adulthood

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