Social Capital, Place of Residence, and College Attendance¹

Abstract

Assrnxcr The relationship between social interaction and college attendance is examined across varying types of communities. Structural arrangements and interaction patterns that foster positive relationships are regarded as social capital and are conceptualized as investments that can yield human capital returns in terms of higher educational attainment. Logistic regression procedures are employed to analyze data from the High School and Beyond Longitudinal Study. The social capital model of college attendance is estimated for the full sample and separately for high school students living in urban, suburban, and rural communities. Predicted probabilities of attending college for students with high and low social capital are obtained. Results of these analyses indicate that parental expectation of college attendance is the most powerful predictor of subsequent college attendance among variables examined. Measures of community social capital and parental human capital also strongly predict attendance. AnSTRACf Rising fiscal pressure on local governments in rural areas of the United States is documented in this study. The level of fiscal burden on taxpayers to support local governments in nonmetropolitan areas is found to be higher than that in metropolitan areas between 1977 and 1987. Using a model from the urban fiscal literature, the level of fiscal burden in nonmetropolitan areas is found to be influenced by a combination of demographic, socioeconomic, intergovernmental, and historical factors. Intergovernmental revenue transfers from the state and federal government play a critical role in determining the level of fiscal burden rural taxpayers bear. These findings have implications for rural economic development and for understanding how rural areas are influenced by the larger society.

Preparing for Adulthood: A Recent Examination of the Alignment of Rural Youth’s Future Educational and Vocational Aspirations

“…Numerous studies have consistently documented that U.S. youth from low-income families are less likely than more affluent youth to complete high school (Coleman, 1988;McNeal, 1999) and to attend college (Bozick & Delucca 2005;Smith, Beaulieu, & Seraphine, 1995). When compared to metropolitan youth, rural youth are often portrayed as disadvantaged due to the lower socioeconomic and occupational status of rural families (Cobb, McIntire, Pratt, 1989;Howley, 2006;Roscigno & Crowley, 2001;Roscigno et al, 2006).…”

Innerfamiliale Beziehungen und Bildungserfolg

“…Coleman zufolge ist Sozialkapital also eine ressource, die sich über ihre eigenständige Funktion definiert und nicht über ihren engen Zusammenhang zwischen ökonomischen Kapital und Humankapital. Smith et al (1995) 2 in die Analysen einbezogen werden also Kinder zu einem frühen Zeitpunkt der Bildungskarriere vor dem Bildungsübergang. genutzt werden zum einen die ergebnisse der telefonischen Befragungen der eltern, in der neben den für die Fragestellung relevanten Angaben u. a. auch Angaben zum Bildungshintergrund und der sozio-ökono-mischen Position erfragt wurden sowie ergebnisse der schriftlichen Schülerbefragungen im Klassenkontext.…”

11 - Household-level Social Capital in Cameroon and Children’s Schooling: A Gender Analysis

“…Meier (1999) also suggests that social relationships and the assistance provided through them have a positive impact on academic achievement among adolescents. Evidence of correlation also exists between participation in associative groups and schooling enrolment (Smith et al 1995;Teachman et al 1996). This paper examines the impact of family social capital, and specifically the participation of male and female household members in associative groups, on the decision to enrol children in school.…”