Parental choice and the rural primary school: Lifestyle,locality and loyalty

This paper discusses the geography of parental choice in a rural locale and shows how a group of parents negotiated their way through the process of primary school choice. Using ethnographic data collected through interviews and observations with parents and staff from three rural primary schools in England, the research utilises Bourdieu's concepts of capital, habitus and field to show how the resources and values the parents held affected the school choices they made. The paper demonstrates that the longer-term resident local parents were influenced not only by their cultural capital but also by familial ties and an emotional commitment to the rural locale and these parents were therefore more inclined to support their local school. In contrast, the more recent newcomer parents used their cultural capital and spatial power to shop around to find what they believed to be the ‘right’ school. The paper argues that the newcomer parents had less allegiance to place and hence to the symbolic position that the school holds within the rural community within which they lived.     

Health outcomes of elementary school students in New Brunswick. The education perspective

With data from the New Brunswick School Climate Study (N = 6,883 students from 147 schools), this study examined individual differences in and school effects on health outcomes of students. Results of hierarchical linear modeling showed that females reported experiencing more physical health problems, eating less healthy food, and doing fewer exercises than males. Students of high socioeconomic status (SES) reported eating more healthy food and doing more exercises than students of low SES. Native students reported experiencing more physical health problems and eating less healthy food than nonnative students. Students of single parents reported eating more healthy food and exercising more than students of both parents. Schools showed effects on health outcomes over and above the effects of students. Students in schools with high SES and positive disciplinary climate reported fewer physical and mental health problems. Students in large schools reported less healthy food intake and fewer physical exercises.     

Subject to Evaluation: How Parents Assess and Mobilize Information from Social Networks in School Choice

A rich literature examines how information spreads through social networks to influence life opportunities. However, receiving information does not guarantee its use in decision making. This article analyzes information evaluation as a fundamental component of social network mobilization. The case of school choice, where the value of information may be more uncertain, brings this evaluative dimension to the forefront. Interviews with 55 parents in Boston show how parents selecting schools assess their social network ties as information sources, privileging information from those they perceive to have affinity and authority. These evaluative criteria map onto disparate networks to engender unequal mobilization of this information. The findings illuminate mechanisms sustaining inequality in social network mobilization and reorient scholars to consider processes underlying information use alongside information diffusion to attain a more complete understanding of how network resources are mobilized in action.     

Analysis of contested reports in exchange networks based on actors’ credibility

Exchanges of information, goods, and services are an essential part of human relations. However, a significant number of reported exchange ties tend to be contested: the reports of the sender and the receiver in an exchange do not concur with each other. To accurately understand the exchange ties between actors and the properties of the associated exchange networks, it is important to address such disagreement. Common practices either eliminate the contested reports or symmetrize them. Neither of them is ideal, as both underuse valuable information in the reports. In this paper, we propose new methods for handling contested exchange ties. The key idea is to measure actors’ credibility based on their asymmetric connections. For example, an actor is less credible the more contested ties she or he has. Using the credibility scores thus calculated, we develop two methods for handling contested ties. The first method is deterministic: it takes the report of the more credible actor as a reflection of the true exchange status between two actors. The second method is stochastic: it assumes the true exchange status between two actors is a random draw from their reports with probabilities proportional to their credibility. We illustrate the above methods by analyzing contested reports in cigarette exchange networks among middle school students in China and social and economic exchange networks among rural households in South Africa. The results show that our methods provide more reasonable corrections to contested reports than previous methods.     

Avoidance,antipathy, and aggression: A three-wave longitudinal network study on negative networks,status, and heteromisos

Our aim is to explain negative networks in Dutch high schools, using three-wave stochastic actor oriented models (SAOMs). We differentiate between avoidance, antipathy, and aggression based on how costly and visible these behaviours are. Our results show that pupils’ ethnicity does not explain negative ties. Moreover, we do not find that negative ties form archetypical social hierarchies, formed by networks that are asymmetrical and transitive. Instead, we find positive effects of reciprocity on avoidance, antipathy, and aggression, and we find no effects of transitivity. Rather than allowing themselves to be dominated by their classmates, pupils fight back and reciprocate negative behaviour. We further show that some pupils behave negatively to a lot of their classmates, and that some pupils are treated negatively by many classmates. These results require us to reconsider what status hierarchies look like. Finally, we explore the extent to which the avoidance, antipathy, and aggression networks co-evolve.     

School-based parental involvement as a predictor of achievement and school learning environment: An elementary school-level analysis

Recent federal and state policies promote school-level parent involvement (PI) (e.g., volunteering), although evidence linking it to both student-level academic performance and school-level outcomes is thin. Using social capital theory and drawing upon a longitudinal sample of public schools (n = 914) from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K), we examine the relationship of school-level student achievement and the school learning environment to three forms of school-level PI: involvement directed toward school improvement (public-good PI); involvement directed toward parents' own children's schooling (private-good PI); and the formation of social networks among parents (networking). Multilevel modeling analyses revealed that schools characterized by high aggregate levels of parents' public-good PI (participation in PTA/PTO, volunteering, and fundraising) and networking were more likely than other schools to have higher percentages of students at or above national/state standards in math and reading achievement and more likely to show more positive learning environments. School-level socio-economic status (SES) moderated these effects such that aggregate private-good PI and networking related to more positive learning environments and higher school achievement in low-SES schools while aggregate public-good PI brought more benefit within high-SES schools.     

Hidden school dropout among immigrant students: a cross-sectional study

Actual school dropout among immigrant youth has been addressed in a number of studies, but research on hidden school dropout among immigrant students is rare. Thus, the objective of this paper is to analyze hidden school dropout among primary school students with an immigrant background. The analyses were performed using survey data of 1186 immigrant students in Swiss primary schools. Our results show that immigrant students’ academic achievement, their attitudes towards school-related values, and the quality of their relationships with classmates and teachers were significant predictors of their disengagement during classes. Moreover, our findings strongly suggest that those predictors that are important for actual school dropout are crucial for hidden school dropout as well. We conclude that low-achieving immigrant youth who do not value school and who have poor relationships with teachers and peers are especially at risk of hidden and, eventually, of actual school dropout.     

Clustering in weighted networks

In recent years, researchers have investigated a growing number of weighted networks where ties are differentiated according to their strength or capacity. Yet, most network measures do not take weights into consideration, and thus do not fully capture the richness of the information contained in the data. In this paper, we focus on a measure originally defined for unweighted networks: the global clustering coefficient. We propose a generalization of this coefficient that retains the information encoded in the weights of ties. We then undertake a comparative assessment by applying the standard and generalized coefficients to a number of network datasets.     

Who “Fills in” for Siblings and How? A Multilevel Analysis of Personal Network Composition and Its Relationship to Sibling Size1

In the midst of widespread fertility decline, I examine the relationship between sibling number and support network composition using multilevel regression on data from 25 countries. A fundamental structural effect of having fewer siblings is that individuals have a smaller pool of available close‐kin alters with whom to construct support networks. Consequently, networks of people with fewer siblings should be composed of different sorts of relations. Results confirm that such compositional adjustment occurs in systematic ways. Compared to those with three or more siblings, adults with none to two siblings (as separate categories) are more likely to expect support from parents, extended kin, and close friends but not more likely to do so from spouses/partners and children. Single children are also more likely to include neighbors and have smaller‐sized and/or impersonal networks. These findings contradict the primacy of familial ties in social support networks. Moreover, adjustment of support networks towards nonsibling ties occurs in culturally expected ways. Those with fewer siblings are generally only more likely to turn to ties for the types of support typically associated with those relations—parents for instrumental and financial support and friends for emotional support. Single children, however, also violate institutionalized expectations of social support by turning to ties for a wider range of social support. The results suggest that continuing declines in fertility could bring about both reinforcement and rearticulation of the sociocultural framing of close personal relationships. Moreover, consistent with recent research, the results show that personal networks are influenced more by individual‐level than country‐level factors.     

Who is fighting with whom? How ethnic origin shapes friendship,dislike, and physical violence relations in German secondary schools

This study examines the role of ethnic background for friendship, dislike, and violence networks in secondary school. We analyze data on multiple networks from a large-scale study of more than 2500 seventh-graders in Germany. In addition to ethnic homophily in friendship networks, our results reveal a tendency among students to dislike ethnic outgroup members (ethnic heterophobia). However, students are more likely to engage in violence towards same-ethnic peers than outgroup members. This is partly due to the greater prevalence of violence among students who are close in the friendship network and students who spend time together outside of school. Moreover, schools marked by stronger ethnic homophily in friendships tend to display higher levels of ethnic heterophobia but exhibit higher levels of intra-ethnic rather than inter-ethnic violence.Keywords: Ethnic homophily; Violence; School networks; Multiplex networks; Exponential random graph models; Bullying     

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.     

Change in Covert Social Movement Networks: The ‘Inner Circle’ of the Provisional Irish Republican Army

In this paper, we contribute to both the growing body of literature on social movement networks and the growing body of literature on change in networks by exploring patterns and mechanisms of change within the network of the ‘inner circle’ of the Provisional Irish Republican Army. Specifically, we focus upon the period between 1969 (when it formed) and 1988 (the last point for which we have been able to gather good data). Our primary aims are substantive. We want to know how this network changed over time. In addition, however, our analysis identifies changes which other analysts might look for in their networks and offers methodological suggestions for those who, like us, find that their networks do not meet the assumptions of mainstream approaches to modelling network dynamics. There is a further dimension to the paper, however. We are studying a covert social movement network. This is a special type of movement network whose organisation and dynamics are predicted to vary from other movement networks. Some have suggested that they are inclined to be relatively static because the need for trust within them is so great and the risk to whatever they hold secret so considerable when new ties are formed that their members tend only to recruit within the pool of their pre-existing ties and actively seek to minimise recruitment and the formation of new ties. One of the aims of our paper was to determine whether and to what extent this is so.     

Family comes first: Men's and women's personal networks in Tehran

This paper examines the characteristics of middle class Tehranis’ networks, based upon a survey of 318 individuals from the 159 households. The results show that women and men have similar-size networks. However, their networks differ substantially in gender composition, with each having almost two-thirds of network members of their own gender. Men's and women's networks contain a large proportion of kin overall. Most ties tend to be with immediate kin: children, parents and siblings. An immediate kin is usually the socially closest member of a network. Apart from voluntary factors, the importance of kinship ties in men's and women's networks may be the result of the macro-structural conditions under which patterns of social relationships take place.     

Socioeconomic Strain,Family Ties,and Adolescent Health in a Rural Northeastern County

In adolescence, vital sources of support come from family relationships; however, research that considers the health‐related impact of ties to both parents and siblings is sparse, and the utility of such ties among at‐risk teens is not well understood. Here we use two waves of panel data from the population of 8th and 12th grade students in a geographically isolated, rural, northeastern U.S. county to assess whether socioeconomic status (SES) moderates the effects of parental and sibling attachments on three indicators of adolescent health: obesity, depression, and problem substance use. Our findings indicate that, net of stressful life events, prior health, and sociodemographic controls, increases in parental and sibling attachment correspond with reduced odds of obesity for low‐SES adolescents, reduced odds of depression for high‐SES adolescents, and reduced odds of problem substance use for low‐SES adolescents. Results suggest also that sibling and maternal ties are more influential than paternal ties, at least with regard to the outcomes considered. Overall, the findings highlight the value of strong family ties for the physical, psychological, and behavioral health of socioeconomically strained rural teens, and reveal the explanatory potential of both sibling and parental ties for adolescent health.     

Limited opportunities: Adolescents’ access to social capital in secondary schools in three European countries

While previous research indicates that students benefit from their peers’ resources, little is known about access to social capital in the school context. Therefore, this study examines differential access to social capital – measured by friends’ socioeconomic status (SES), the number of books they have at home, and their reading habits – in secondary schools in Germany, the Netherlands, and Sweden. Relying on a large-scale dataset, I investigate the association between socioeconomic status, minority status, and social capital using complete friendship network information. I argue that social capital access is connected to a two-stage process consisting of school sorting and friendship selection. To differentiate between these two processes, I apply within-between random effects (REWB). The models show that friendship selection is much less relevant for access to social capital than school sorting. Results indicate that while high-SES students have better access to social capital across dimensions, access patterns for minority students are more nuanced.     

A Multilevel Analysis of Gender Differences in Psychological Distress Over Time

Females have higher rates of depression than males, a disparity that emerges in adolescence and persists into adulthood. This study uses hierarchical linear modeling to assess the effects of school context on gender differences in depressive symptoms among adolescents based on two waves of data from the National Longitudinal Study of Adolescent Health (N=9,709 teens, 127 schools). Analysis indicates significant school‐level variation in both overall symptom levels and the average gender gap in depression net of prior symptoms and individual‐level covariates. Aggregate levels of depressive symptomatology were positively associated with contextual‐level socioeconomic status (SES) disadvantage. A cross‐level contingency emerged for the relationship between gender and depressive symptoms with school SES and aggregate perceived community safety such that the gender “gap” was most apparent in contexts characterized by low SES disadvantage and high levels of perceived safety. These results highlight the importance of context to understanding the development of mental health disparities.     

Racial/Ethnic Patterns of Kindergarten School Enrollment in the United States

Enrollment into unequal schools at the start of formal education is an important mechanism for the reproduction of racial/ethnic educational inequalities. We examine whether there are racial/ethnic differences in school enrollment options at kindergarten, the start of schooling. We use nationally representative data from the Early Childhood Longitudinal Study‐Birth Cohort (ECLS‐B) to model whether parents seek information about their child's school before enrolling, whether parents move to a location so that a child can attend a certain school, or whether parents enroll their child in a school other than the assigned public school. Results indicate that enrollment patterns differ greatly across race/ethnicity. Whereas Black families are the most likely to seek information on a school's performance, White families are the most likely to use the elite option of choosing their residential location to access a particular school. These differences persist when controlling for socioeconomic status and sociogeographic location. Kindergarten enrollment patterns preserve the advantages of White families, perpetuating racial/ethnic disparities through multiple institutions and contributing to intergenerational processes of social stratification. Research should continue to examine specific educational consequences of housing inequities and residential segregation.     

School-Choice Stories: The Role of Culture

This article uses data from in-depth interviews conducted with the parents of a sample of 88 ninth-grade students from public, private, Catholic, and Christian high schools in two different suburban communities. This research investigates the ways in which parents understand education and how they make sense of schooling options for their children. It shows both how families who choose schools make the selection among various alternatives and why some families seem not to choose schools. This research finds that the financial and information resources of families are not enough in and of themselves to explain school-choice behavior. While these resources are indeed used by families as they make school choices, such measures do not capture the cultural dimension of school choice. In this context culture is understood as the lens through which people make sense of the social world. The decision to activate resources and the direction in which those resources will be activated are mediated by culture. In particular, as these school-choice stories show, the school-choice decision is influenced by the past educational experiences of the parents and by their religious faith.     

The extent of family and school social capital promoting positive subjective well-being among primary school children in Shenzhen, China

This study aimed to examine, first, the extent to which variations in family and school social capital can be explained by child's differing socioeconomic and demographic background and school characteristics; and second, the extent to which family and school social capital in combination might be associated with variations in child subjective well-being in Shenzhen, China. This study was a cross-sectional survey design, using stratified random sampling. A total of 1306 sixth-grade primary school children and their parents were drawn from 16 schools, and a self-administered questionnaire was used. The results suggested that gender difference, the only child status at home and hukou status had impacts on family and school social capital accrued among primary school children in Shenzhen. There were also links between child's perception of connectedness to their parents, peers, and teachers, and their positive child subjective well-being.     

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.