Social Capital and Dropping Out of School Early

Teachman, Jay D.; Paasch, Kathleen; Carver, Karen

doi:10.2307/353735

Cited by 295 publications

(241 citation statements)

References 14 publications

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“…These resources differ for different persons and can constitute an important advantage for children and adolescents in the development of their human capital." The positive impact of social capital on educational achievement is confirmed by several empirical studies [37,54,55]. Similarly various studies found evidence for the thesis, that immigrants have lower levels of social capital [56][57][58].…”

Section: Macrosocietal Logics Of Educational Stratificationsupporting

confidence: 48%

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Logics of Educational Stratification: A Cross-National Map of Educational Inequality

Schlicht-Schmälzle

Ackermann

2012

ISRN Education

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Equality of education is often seen as the fundament of the overall equality of opportunity in modern societies. However, no reliable and comprehensive cross-national comparison of educational inequality hitherto exists. The aim of the present paper is to provide a cross-national comparative outline of diverse dimensions of educational inequality in the OECD world. We estimate the effects of three highly influential aspects of socioeconomic background on educational achievement in each OECD country in order to create a ranking of educational inequality in 30 capitalist countries. The central finding is that we indeed cannot identify a single cross-national ranking but three dimensions of education inequality: educational inequality based on economic, educational, and migration background at home. Capitalist economies thus do not only differ with regard to the degree of inequality but, first and foremost concerning the predominant patterns of inequality and the main distributive keys.

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Section: Macrosocietal Logics Of Educational Stratificationsupporting

confidence: 48%

“…The literature on children's social capital discusses various aspects of within and without family social capital (cp. [55]) but there is no distinct concept of social capital in childhood. Moreover, PISA studies strongly neglect the measure of individuals' social capital at home.…”

Section: Macrosocietal Logics Of Educational Stratificationmentioning

confidence: 99%

Logics of Educational Stratification: A Cross-National Map of Educational Inequality

Schlicht-Schmälzle

Ackermann

2012

ISRN Education

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“…Human and economic capital in the home are more easily translated into success at school when a good child-parent relationship is also present (Teachman et al, 1996). Moreover, children connect and interact not only with their parents but also with others outside the home, especially peers and teachers at school.…”

Section: Introductionmentioning

confidence: 99%

Social capital and student achievement in Norwegian secondary schools

Huang¹

2009

Learning and Individual Differences

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“…Research from high-income countries has found evidence of worse educational outcomes for children with divorced parents (McLanahan et al 2013). For example, evidence from the United States has found that children raised in single-mother families are less likely to complete secondary school (Astone & McLanahan, 1991;Teachman et al, 1996) and have lower average occupational status (Biblarz and Gottainer 2000) than children raised in two-parent households.…”

Section: Child Outcomesmentioning

confidence: 99%

Marital Dissolution and Child Educational Outcomes in San Borja, Bolivia

Snopkowski

2016

Hum Nat

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Purpose: Serial monogamy is likely an adaptive mating strategy for women when the expected future fitness gains with a different partner are greater than expected future fitness with one's current partner. Methods: Using interview data from over 400 women in San Borja, Bolivia, discrete-time event history analyses and random effects regression analyses are conducted to examine predictors of marital dissolution, separated by remarriage status, and child educational outcomes. Results: Male income is inversely associated with women's risk of 'divorce and remarriage', while female income is positively associated with women's risk of 'divorce, but not remarriage'. Children of women who 'divorce and remarry' tend to have significantly lower educational outcomes than children of married parents, but women with higher incomes are able to buffer their children from the negative educational outcomes of divorce and remarriage. Counter to predictions, there is no evidence that women with kin in the community have a significant difference in likelihood of divorce or a buffering effect of child outcomes. Conclusions: In conclusion, there are different predictors of divorce depending on whether the woman goes on to remarry, suggesting that male income may be a better predictor of a serial monogamy strategy, while female income predicts marital dissolution only. These results suggest that women who are relatively autonomous because of greater income may not benefit from remarriage.

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Social Capital and Dropping Out of School Early

Cited by 295 publications

References 14 publications

Logics of Educational Stratification: A Cross-National Map of Educational Inequality

Logics of Educational Stratification: A Cross-National Map of Educational Inequality

Social capital and student achievement in Norwegian secondary schools

Marital Dissolution and Child Educational Outcomes in San Borja, Bolivia

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