Capital and context: using social capital at home and at school to predict child social adjustment

Research examining the influence of social relationships on child outcomes has seldom examined how individuals derive social capital from more than one context and the extent to which they may benefit from the capital derived from each. We address this deficit through a study of child behavior problems. We hypothesize that children derive social capital from both their families and their schools and that capital from each context is influential in promoting social adjustment. Using a large national data set and structural equation modeling, we find that social capital at home and at school can be measured as separate constructs and that capital at home is more influential than is capital at school. We discuss the implications of these findings for future research on social capital and for practical interventions promoting social adjustment.     

Social Capital and the Interplay of Families and Schools

Families and schools are two primary sources of social capital in the early life course. This study examines the degree to which these different contexts overlap to shape adolescent development. Multilevel modeling on nationally representative data (n = 11,927) revealed that emotionally distant relationships with parents were associated with declining academic achievement over 2 years of secondary schooling and that various aspects of the social environments of schools were associated with increasing academic achievement during this same period. Additionally, adolescents who had more social capital at home often benefited more from social capital at school.     

Capital at Home and at School: Effects on Child Social Adjustment

We argue for analyzing school and family social capital, human capital, and financial capital as parallel concepts and investigate their effects on child social adjustment. We use the National Longitudinal Survey of Youth (NLSY) merged Child‐Mother Data, to which we add indicators of capital in the children's schools. Findings suggest that although school capital effects are present, family social capital and maternal and child human capital effects are more prevalent. Interactions between family and school capital refine these findings. We derive inferences regarding how investment at home and at school can work together to promote child social adjustment.     

The Home and the ‘Hood: Associations Between Housing and Neighborhood Contexts and Adolescent Functioning

Adolescents from low‐income families face various opportunities and constraints as they develop, with possible ramifications for their well‐being. Two contexts of particular importance are the home and the neighborhood. Using adolescent data from the first two waves of the Three‐City Study (N = 1,169), this study explored associations among housing problems and neighborhood disorder with adolescents' socioemotional problems, and how these associations varied by parental monitoring and gender. Results of hierarchical linear models suggest that poor‐quality housing was most predictive of the functioning of girls and of adolescents with restrictive curfews, whereas neighborhood disorder was a stronger predictor for boys. Implications for future research on associations between housing and neighborhood contexts and adolescent development are discussed.     

Associations of Mothers' Friendship Quality with Adolescents' Friendship Quality and Emotional Adjustment

Little research has examined the association of parents' friendships with adolescent's well‐being, perhaps because the association was considered too distal. However, developmental theories suggest that contexts in which parents, but not their children, are situated may be related to child development (Bronfenbrenner, 1979 , 1986 ). The current work examined associations between the quality of mothers' own friendships and their adolescent children's friendship quality and emotional adjustment. Fifth‐, eighth‐, and eleventh‐graders (N = 172) whose mothers' friendships were characterized by conflict and antagonism reported having friendships that were high in negative friendship qualities as well as elevated internalizing symptoms. These associations held after controlling for mother–child relationship quality, suggesting that mothers' friendships may have a unique association with adolescents' adjustment.     

Adolescent Problem Behavior in Toronto,Canada

The purpose of this study was to evaluate the relative association of unique aspects of social capital at the level of families, schools, and neighborhoods on adolescent self‐reported violence, property crimes, and substance use. Data come from the 2006 Canadian International Youth Survey that asked adolescents between the ages of 12 and 15 in the metropolitan city of Toronto (N = 3, 101) about their problem behavior. Poisson regression models revealed that parental monitoring, school performance, peer approval of illegal activities, and neighborhood social disorder were consistently associated with all three adolescent problem behaviors, net of controls. Results were more mixed for remaining measures of social capital on adolescent problem behavior. Interestingly, neighborhood cohesion was a significant predictor of adolescent substance use, but operated in a direction that was contrary to the proposed hypotheses. These findings highlight the importance of teasing out how different facets of social capital in different environments are linked to adolescent problem behavior.     

Social network engagement and subjective well‐being: a life‐course perspective

Social networking is a digital phenomenon embraced by billions worldwide. Use of online social platforms has the potential to generate a number of benefits including to well‐being from enhanced social connectedness and social capital accumulation, but is also associated with several negative behaviours and impacts. Employing a life‐course perspective, this paper explores social networking use and its relationship with measures of subjective well‐being. Large‐scale UK panel data from wave 3 (2011–12) and 6 (2014–15) of Understanding Society reveals that social network users are on average younger, aged under 25, but that rising use is reported across the life‐course including into old age. Probit, multinomial logistic, and ANCOVA and change‐score estimations reveal that membership, and greater use, of social networks is associated with higher levels of overall life satisfaction. However, heavy use of social networking sites has negative impacts, reflected in reductions in subjective well‐being. Socio‐economic disadvantage may drive these impacts among young (in education), unemployed and economically inactive heavy SNS users.     

Social Closure and Educational Attainment

This article examines how network closure among parents affects adolescents’ educational attainment. First, we introduce a distinction between informal closure and school‐based closure. Second, we investigate whether and how the effect of informal and school‐based parental network closure varies across social contexts. Findings from the National Longitudinal Study of Adolescent Health (Add Health) and multilevel models show that parental network closure modestly impacts educational outcomes. Moreover, educational benefits of informal closure in parent networks are contingent on social context. Closure only benefits educational attainment in low‐poverty schools. In high‐poverty schools, informal closure in parent networks lowers educational attainment. The social closure generated in informal connections among parents thereby contributes to the encapsulation of disadvantage in areas of concentrated poverty, which is not the case for school‐based closure.     

The Role of School Contexts in Adolescents' Weight‐loss Behaviors and Self‐perceptions of Overweight

Using the National Longitudinal Study of Adolescent to Adult Health and multilevel modeling, this study investigates the role high school social contexts play in the development of adolescents' weight‐loss behaviors and overweight self‐perceptions. Overall, the results indicate that there is an important association between adolescents' weight‐loss behaviors and self‐perceptions of overweight and the weight‐related context of their school. For example, both adolescent boys and girls are less likely to engage in weight‐loss behaviors when overweight is prevalent among their same‐sex schoolmates. However, gender differences are also found. For example, while adolescent boys' self‐perceptions of overweight are significantly associated with their same‐sex schoolmates' characteristics and behaviors, this is not the case for adolescent girls. Overall, these findings suggest that meso‐level social contexts—such as schools—may be particularly important to how individuals incorporate macro‐level beliefs or values—such as gendered body ideals—into their own behaviors and self‐concepts.     

Social Fathers and Child Well‐Being

Many young children born to unwed parents currently live with their biological mothers and their mothers’ new partners (social fathers). This study uses data from the Fragile Families and Child Well‐Being Study (N = 1,350) to assess whether involvement by resident social fathers is as beneficial for child well‐being as involvement by resident biological fathers and whether the involvement of the child’s nonresident biological father alters the relationship between resident social father engagement and child outcomes. Results indicate that involvement by resident social fathers is as beneficial for child well‐being as involvement by resident biological fathers and that frequent contact with the child’s nonresident biological father does not diminish the positive association between residential social father involvement and child well‐being.     

Social Capital,Organic Agriculture,and Sustainable Livelihood Security: Rethinking Agrarian Change in Mexico*

Abstract This paper explores the relevance of extra local market linkages and local‐level social capital to sustainable livelihood outcomes in two agrarian communities on Mexico's Baja Peninsula. Contextualized by the specificity of Mexico's transition from state‐directed rural development to neoliberally‐guided rural development in the 1990s, findings suggest that market linkages can intersect with pre‐existing social capital to both create new and destroy preexisting social capital, thus shaping the direction of development and inequality outcomes. The nature of a community's social fabric is often a result of long‐standing historical legacies. In the communities presented, the quantity and quality of social capital was intricately connected to their history of state‐sponsored or market agriculture; the nature of local institutions, with particular emphasis on the formation and evolution of the ejido; and the access to and availability of natural resources, namely land and water, which are both intricately connected to market access options. Moving beyond a simple demonstration that social capital matters, this analysis explores the complex and dynamic interaction between local‐level social capital and extralocal market linkages. In doing so, it contributes to the larger debate on how the historical legacy of populist reforms and the social and political institutions created during state populism have nuanced the trajectory of neoliberal development in Mexico.     

Widowhood and Well‐being in Europe: The Role of National and Regional Context

Researchers have documented that widows have lower levels of subjective well‐being than married individuals, but we still know little about how the regional and national contexts affect the impact of widowhood on well‐being. Building on social capital theory and using data from 5 rounds of the European Social Survey (N= 119,292 people, 206 regions, 23 countries), the authors tested how marital status composition at the national and regional levels affects the well‐being of widows. Widows fare worse in countries with high proportions of married people and in regions and countries with high proportions of widowed persons. The proportion of married individuals at the regional level does not affect their well‐being. These results are in line with the greedy marriage hypothesis, but varying effects at regional and national levels suggest that the standard explanation for this phenomenon, lack of individual social support, is not valid. This study demonstrates the importance of multiple contextual embeddedness.     

Imagining the Good Place: Public Services and Family Strategies in Rural Ecuador

Recent scholarship seeks to lift up alternatives to neoliberalism that build community well‐being and a sense of place. This study follows three families in a rural highland Ecuadorean community and their investments in human capital, family businesses, and migration. It applies a human ecological model to show how complex ideologies around community well‐being, such as buen vivir (living well), are articulated at the macroscale and experienced at the meso‐ and microscales through investments in public services and their impact on rural families. Our collaborative ethnography elevates families’ voices to show how they both experience and envision community well‐being. We incorporate human capabilities and a community capitals framework to show how investments and ideologies flow across scales. We highlight the role of local social capital and regional territorial dynamics that support both economic growth and social inclusion. Our collaborative ethnography illustrates how rural residents imagine the good place (buen lugar), a resilient foundation from which they can build their family strategies. However, we find that lack of political and financial investment truncates active citizenship at the local scale, limiting the ability to achieve the full promise of buen vivir.     

Adolescent Athletic Participation Patterns and Self‐Perceived Competence: Associations With Later Participation,Depressive Symptoms,and Health

Physical activity is important for well‐being across the life span. However, links between patterns of adolescent activity, competence perceptions, and young adult outcomes are underexplored. We used data from seven waves of the 4‐H Study of Positive Youth Development (N = 5,961) to assess patterns of adolescent athletic participation, whether these patterns were associated with self‐perceived athletic competence and young adult physical activity, depressive symptoms, and health, and associations between changes in participation across adolescence and young adult outcomes. Competence perceptions were associated with increased participation, and more active adolescents had higher rates of adult athletic activity, with links to better health and fewer depressive symptoms. We discuss results in light of the importance of using person‐centered analyses to understand active lifestyles.     

The elements of social capital in the context of six high schools

Purpose: The study described in this paper is part of a larger research project entitled, “Social Capital and Its Effects on the Academic Development of Adolescents At Risk of Educational Failure.” We drew the data for this study from in-depth case studies of six United States public and private secondary schools. We selected the schools based on two criteria: (1) they enrolled substantial proportions of students who would be considered to be at risk of educational failure due to their academic status, social background, or geographical location; and (2) they had qualities that led us to believe that the probability of finding school-based forms of social capital would be high. In selecting schools, we sought variation among settings, selecting case-study sites that allowed us to learn about how schools create and sustain social capital supportive of the academic development of students, particularly students characterized as at risk of failure.Background: In the first part of the larger research project, we used quantitative methods and a large, nationally representative sample of U.S. secondary schools and students. In that study, we documented the existence of a relationship between school-based social capital and such student outcomes as positive academic behaviors, achievement growth over the secondary years, and the probability of dropping out of high school. We operationalized the construct of social capital with two measures of the quality of students’ relationships with their teachers—the extent to which students saw their teachers as supportive and whether students sought guidance from their teachers outside of class. We believed, however, that school-based forms of social capital are more varied and complex than this. Moreover, we thought that it was important to examine in greater detail how social capital itself varies with the organizational and structural characteristics of high schools. Therefore, we embarked on a second phase of our study in which we relied on qualitative methods: specifically, the in-depth investigation of a small set of high schools thought to have social capital but exhibiting important variation on organizational and structural characteristics. Within these schools, we used field-based methods to examine social capital and students’ access to it.Methods: In general, we asked, “What does social capital look like in the six high schools that we studied?” “Do the quality or characteristic of social capital depend on a school’s student body composition, its programs and policies, or the ideologies and traditions that underlie its operation?” “If so, how do these factors influence the quality of school-based social capital that students have access to in a school?” “Are characteristics or elements of social capital especially prevalent or dominant in certain types of schools?” “Which types of schools, given our case-study sites?” “What do the results of these investigations tell us about the nature of social capital—its creation, maintenance, and usefulness to students and teachers in high schools?”Results: Our analyses of interview data and field notes suggest that school-based forms of social capital may be viewed from six different perspectives. These perspectives, which we refer to as elements of social capital in our paper, are:

• 1. Volition and perceived interest in membership. What are the opportunities that individuals have, both in terms of choices between schools and choice of programs within schools, to affiliate with others based on their interests? These choices may strengthen social capital within groups but weaken social capital between groups that comprise a school and its adjacent community.
• 2. Location and integration of social capital across social relationship networks. Where is social capital located in a school? Although we see the primary location for social capital to be between students and teachers, other networks of relationships also influence the extent to which students can gain access to social capital through teachers (e.g., teacher-to-teacher relationships or teacher-to-parent relationships). Integration across these relationships facilitates the formation of new relationships, trust building, and flows of information.
• 3. Impetus for social capital. What are the reasons that people seek to form supportive, collaborative relationships within schools? Such reasons may be individual or organizational, we argue. Nonetheless, social capital is most powerful when the impetus for its creation and maintenance coincide—that is, when organizational factors reinforce personal inclinations, perceived interest, and a sense of community.
• 4. Formation and stock of social capital. How much effort is required to create social capital? Social capital may occur naturally, as in small, rural schools, or it may require substantial effort and purposeful actions, as in large, urban schools. Natural forms of social capital may have negative consequences if they restrict exchanges with external groups to an extent that academic development is curtailed. Purposeful forms may also have negative consequences, if too much effort is required to create and sustain social capital, drawing deeply on already scarce resources.
• 5. Focus and quality of social capital. How is social capital used in a school? Social capital may be used for many different purposes, not all of which promote academic development. Social capital may be used to primarily promote social goals or ends, or even to undermine students’ development and a school’s academic mission. Differences in interest between school members diminish the focus of social capital, weaken its utility for academic purposes, and can create conflicts over its use and function.
• 6. Norms and social control. Do school norms and sanctions promote positive expectations and interactions between members of a school? Behavioral expectations and official actions are an important element of school-based forms of social capital. Over reliance on sanctions can undermine trust, just as does failure to sanction significant violation of rules. The consequences, norms, and sanctions for social capital depends on how much socialization is required to comply with norms, the perceived fairness of norms and sanctions, and the costs and benefits associated with compliance.
• 7. Conclusion: Using these conceptual lenses, we examine how social capital takes shape and is used in six different high schools. We provide examples of how each of the above six elements helps to understand the quality of interactions between students and teachers, as well as the educational environment in which students’ academic development takes place. In concluding the paper, we argue that social capital is a complex yet useful construct for examining the operation of high schools and the academic development of the students who attend them. Moreover, our examination of six high schools suggests that there can be too much social capital in schools and that social capital is most difficult to nurture in places that need it most. Using our field data, we give examples and provide further explanation for why this is so.

%Rather than provide an in-depth treatment of each element, we have instead attempted to lay the groundwork for deeper study and conceptual development of the notion of social capital in this paper. Each of the elements deserves more careful scrutiny, we believe, especially if we are to weave together in a meaningful fashion the conceptual threads that make social capital such an appealing construct. This initial study reveals some of the richness and complexity of social capital as a construct, as well as the utility of examining it through the six conceptual lenses that we use in this paper.     

Youth talking about news and civic daily life

This paper considers how young people talking about news and politics in their family and peer contexts influences their civic life. The research involved 35 Portuguese youngsters from diverse social, economic and cultural backgrounds that were interviewed in 2010, in Portugal, at the onset of the Eurozone crisis. Based on talking and news-mediated contexts and habits, we identified three different profiles: Limitations to empowerment; Civic capital and self-empowerment; and socioeconomic conditions and empowerment. These profiles show how family and peer talking play a central role in strengthening and making a habitus of being an active citizen, even in contexts with limited cultural, economic and social conditions.     

Parental Financial Assistance and Young Adults' Relationships With Parents and Well‐being

Drawing on data from the National Longitudinal Study of Adolescent Health, this study examined the impact of parental financial assistance on young adults' relationships with parents and well‐being. Conditional change models were estimated to evaluate the effects of parental financial assistance reported in Wave 3 (ages 18–28) and Wave 4 (ages 24–34) of the study. The results (Ns ranged from 9,128 to 13,389 across outcomes) indicated that financial assistance was positively associated with changes in depressive symptoms and closeness to both mothers and fathers in both periods. Changes in self‐esteem were less robustly linked to parental financial assistance. Although the observed pattern with respect to parent–child relations held regardless of the progress young people had made in the transition to adulthood, the effects for well‐being, which were also relatively small in magnitude, did not. In particular, changes in depressive symptoms associated with financial assistance were concentrated among individuals occupying adult social roles.     

It is risky business: can social capital reduce risk-taking behaviours among disadvantaged youth?

This study addresses the gap in the research for sound multidimensional assessment of social capital and its relationship with risk-taking behaviour among youths living in disadvantaged communities. Social capital and adolescent risk-taking outcomes were studied cross-sectionally in 1371 secondary students living in two disadvantaged communities within Australia. First, a multidimensional measure of social capital was developed and tested using confirmatory factor analysis. Then, the associations between social capital and a range of youth risk-taking behaviours were examined using structural equation modelling across five-year groups (Grades 7–12). With a few exceptions, higher levels of social capital and belongingness within the school and community were generally associated with decreases in smoking, alcohol and drug consumption, and physical violence. Some outcomes were more strongly associated with family and peer social capital, while others associated more with neighbour and community social capital, indicating that attempts to build social capital need to be targeted across the whole community. This study supports the notion that social capital can be measured empirically and is beneficial in alleviating many of the detrimental health outcomes commonly associated with risk-taking behaviours during adolescence.     

Mothers' and Fathers' Well‐Being in Parenting Across the Arch of Child Development

Limited research on parental well‐being by child age suggests that parents are better off with very young children despite intense time demands of caring for them. This study uses the American Time Use Survey Well‐Being Module (N = 18,124) to assess how parents feel in activities with children of different ages. Results show that parents are worse off with adolescent children relative to young children. Parents report the lowest levels of happiness with adolescents relative to younger children, and mothers report more stress and less meaning with adolescents. Controlling for contextual features of parenting including activity type, solo parenting, and restorative time does not fully account for the adolescent disadvantage in fathers' happiness or mothers' stress. This study highlights adolescence as a particularly difficult stage for parental well‐being and shows that mothers shoulder stress that fathers do not, even after accounting for differences in the context of their parenting activities.     

The ecology of social support in relation to academic and behavioral self-perceptions among African American boys and girls

ABSTRACT

In this research, the ecology of perceived social support was examined across multiple contexts (i.e., parents, teachers, classmates, and close friends) in relation to self-perception indices among African American school-age children. Social support is multifaceted and includes positive regard from others, practical support, and stability of care. While there is ample evidence that levels of perceived social support are predictive of self-perceptions, there is less information regarding ecologies of social support. African American children are subject to disparate discipline in schools which can create discontinuity in social support across home and school. Furthermore, research has suggested African American boys and girls have different experiences and expectations across parent, school, and peer contexts. Hence, the question arises as to what ecologies of social support are more or less impactful, and for whom? Cluster and canonical correlation analyses were employed to identify and create relevant ecologies across adult and peer social support items. The results suggested the following: a) continuous positive social support was associated with enhanced self-perceptions, b) some patterns of discontinuity were particularly germane for self-perceptions, and c) relations between perceived social support and self-perceptions outcomes varied by gender. Practical implications are discussed.