Social Capital and Successful Development among At-Risk Youth

Furstenberg, Frank F.; Hughes, Mary Elizabeth

doi:10.2307/353914

Cited by 482 publications

(374 citation statements)

References 14 publications

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“…[47][48][49] The Family Support Scale and the Family Resource Scale 50 were used to assess social support and basic resources available to the family. The Neighborhood Scale 51 had questions on probability of success of those in the neighborhood, problems, and services. We interviewed caretakers about the child' s participation in school, community, and church activities.…”

Section: Methodsmentioning

confidence: 99%

Protective Factors Can Mitigate Behavior Problems After Prenatal Cocaine and Other Drug Exposures

2012

PEDIATRICS

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Section: Methodsmentioning

confidence: 99%

Protective Factors Can Mitigate Behavior Problems After Prenatal Cocaine and Other Drug Exposures

2012

PEDIATRICS

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“…This social assistance that emanate from family and society has a crucial role for the accomplishment of performance goals of students at school (Goddard, 2003). Besides the social structure, parents" involvement in their child"s education increases the rate of academic success of their child (Furstenberg & Hughes, 1995).…”

Section: Family Structure and Its Effect On Child Wellbeingmentioning

confidence: 99%

Family Structure and Child Victimization as Predictors of Children’s Academic Achievement in Primary Schools of Ilubabora ZONE.IMPLICATION for Academic Achievement.

Refu¹,

Getahun²,

Shiferaw.³

2017

IJAR

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This study was conducted to investigate the relative importance of family structure and child victimization in predicting children`s academic achievement in primary school in Ilubabor Zone. The respondents for this study were 620 students" and 20 teachers. A survey was conducted by using a child victimization questionnaire for gathering information about child victimization to examine its effect on academic performance of children, the academic performance was gauged by the result of their Mathematics and English subject achievement result and FGD items developed by researchers. Bivariate correlation, mean score and standard deviation was used to investigate the correlation between family structure, child victimization and academic achievement and to examine difference in academic achievement as a result of family structure respectively. On the other hand, multiple regression and independent t-test were employed to analyze the relative contribution of family structure and child victimization on children academic achievement. Besides, the data from FGD was analyzed qualitatively and presented accordingly. The results of the study revealed the correlation between family structures and children academic achievement. The academic achievement of children"s from Stepparent (M = 15.744) and single parent household (M = 17.53) were significantly different from nuclear family (M = 18.71). The analysis result by multiple regression indicated that there is statistically significant relationship between nuclear family structure and children academic achievement score (t = 10.440, p <.001) as a result of victimization and there is statistically significant relationship between single biological family structure and students academic achievement score (t = 8.575 p < .001) as a result of child victimization and the result also indicated that there is no statistically significant relation between step family structure and students academic achievement score (t = -6.52, p >.05) as a result of victimization. Finally, it was found out that girls perform better than the male in English subject but as a result of family structure impact they perform less than male. Eventually, conclusions, recommendations and areas of further research were forwarded based on the major findings to enhance academic achievement of children from step family and single biological family.

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“…The resources contributed by the institutions (e.g., family, school, and labor) within a community and the interactions that emerge from them reflect the context in which children learn rather than defining the potential of individual students (Bourdieu, 1986;Furstenberg & Hughes, 1995). From this view, we believe that community capital and composition of the student body interact to explain academic achievement differences at the school level; that is, the academic potential of the student body not only serves to improve raw educational advancement, but it also shapes other aspects of the learning climate like classroom behaviors and values that bear on their educational advancement.…”

Section: Factors Affecting Student Achievementmentioning

confidence: 99%

Achievement Gaps: Learning Disabilities, Community Capital, and School Composition

Algozzine¹,

Porfeli²,

Wang³

et al. 2012

Learning Disabilities

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Social Capital and Successful Development among At-Risk Youth

Cited by 482 publications

References 14 publications

Protective Factors Can Mitigate Behavior Problems After Prenatal Cocaine and Other Drug Exposures

Protective Factors Can Mitigate Behavior Problems After Prenatal Cocaine and Other Drug Exposures

Family Structure and Child Victimization as Predictors of Children’s Academic Achievement in Primary Schools of Ilubabora ZONE.IMPLICATION for Academic Achievement.

Achievement Gaps: Learning Disabilities, Community Capital, and School Composition

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