The Role of Social Capital in Educational Aspirations of Rural Youth*

Drawing on a recent national survey of rural high school students, this study investigated the relationship between social capital and educational aspirations of rural youth. Results showed that various process features of family and school social capital were important for predicting rural youths' educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student, respectively, were positively related to educational aspirations of rural youth. In addition, discussion with parents about college was positively related to educational aspirations of rural youth. On the other hand, there was little evidence to suggest that number of siblings and school proportions of students eligible for free lunch and minority students are related to educational aspirations of rural youth, after controlling for the other variables. We highlight unique features of rural families, schools, and communities that may combine to explain the complexity of the role of social capital in shaping educational aspirations of rural youth.     

The Role of Peer Social Capital in Educational Assimilation of Immigrant Youths*

The academic achievement of immigrant children has been a focus of social research for decades. Yet little attention has been paid to peer social capital and its importance as a school context factor for the academic success of immigrant youths. Using multilevel data from the National Longitudinal Study of Adolescent Health (Waves 1 and 3), this article draws upon social capital theory and assimilation theory to examine the effects of peer social capital on the academic achievement and attainment of immigrant and native youths. The effects of three measures of peer social capital are studied, controlled for many important variables, for example, sociodemographic background variables, school characteristics, and family social capital. Results indicate that only the average GPA (grade point average) of peers had a consistent and significant effect on children's achievement and attainment, whereas the density and the homogeneity of the peer network did not. Furthermore, all three measures of peer social capital have stronger effects for immigrant youths than for native youths.     

Family,Social Capital and Family Associations

Social capital (SC) is a concept variedly defined and object today of great attention at an international level: it concerns trust among people, the ability to activate nets, solidarity, and civic engagement in the public sphere.

The SC constitutive character makes it producible only in original and fundamental relationships (in primis the family), where trust is developed and the code of solidarity is current.

Nevertheless, the increasing fragmentation and individualization of the family seem to consume SC, rather than to increase it. This leads to the question about the nature of SC today as constituted by the family. Some phenomena, for example family associationism, show that the family is still a patrimony irrefutable for social life: when families constitute family associations, they produce primary and secondary SC.     

Variations in Family Structure and School-Age Children's Academic Achievement: A Social and Resource Capital Perspective

Data from the nationally representative Early Childhood Longitudinal Survey, Kindergarten Class of 1998–1999 (ECLS–K) involving more than 300 children who continuously resided in different variations of families from kindergarten through fifth grade were used to test the usefulness of social capital theory for understanding the academic improvement of school-age children over two points in time. Social capital theory was found to be a useful framework for explaining academic achievement for single-parent, stepparent, and biological family forms. Analyses revealed that children's change scores in reading and math differed across the three variations in family type. Children in single-parent households scored significantly lower than children from both biological and married stepparent households.     

Community Service and Adolescents' Social Capital

In two studies of 5th–12th graders (n = 2,371; n = 999), we compare four groups based on engagement patterns in community service (CS) and/or extracurricular activities (EC). In both studies, adolescents who engaged in BOTH CS (whether mandated or voluntary) and EC had the highest reports of bonding and bridging social capital, intergenerational harmony, and social support whereas those who did NEITHER had the lowest. For most outcomes, adolescents engaged only in CS had higher reports than peers engaged only in EC. Content analyses of what adolescents learned in CS suggest its potential for broadening their awareness of fellow members of their communities, their mutual obligations, and collective capacities.     

Race,Athletic Achievement,and Educational Aspiration*

The relationship between athletic achievement and educational aspiration is explored for black and white males. Results indicate that athletic behavior facilitates the association of white athletes with a college-oriented peer group, producing an indirect influence on aspiration. In contrast, athletic behavior for black athletes is unmediated, indicating that other intervening social-psychological factors may be relevant. The theoretical significance of these results are discussed and suggestions are provided for future research on the consequences of interscholastic athletics for educational aspiration.     

An Educational Model of Family Consultation*

This approach to working with families under stress recognizes the family as a system interacting via communication patterns among its own members and within a larger context of peers, neighbors, school, work, and community agencies. The goal is to help the family become a support system for all its members, more capable of meeting both adult and child needs for ongoing socialization and personal growth. The model is educational in that the focus is on teaching the family to identify strengths as well as dysfunctional behavior, and to acquire some basic communication and problem-solving skills. Methods are both cognitive and experiential. The approach is useful in short-term therapy with single families or groups of families.     

Community Connections: Social Capital and Community Success1

This article examines the impact of two types of community social capital—ties between civic organizations formed through shared members and ties between residents formed through socializing in local gathering places—on residents’ subjective appraisals of community success. Community social capital studies tend to focus on the first of these types of ties, networks of civic engagement, while the second, gathering place networks, has received relatively little scholarly attention. Studying both allows me to assess the formal and informal arenas of community sociability, providing a more thorough understanding of social capital and community life. I assess the effects of community‐level social capital networks on the individual‐level experience of residing in the community using survey data on 9,962 residents from 99 small towns in Iowa. This rich data set allows me to avoid two shortcomings common in social capital research: I construct genuine network measures of social capital (rather than infer network structure from community attributes) and conduct multi‐level analyses (rather than rely on disaggregation). My findings indicate both types of social capital are positively and significantly associated with resident ratings of community success, suggesting community networks—in both the formal and informal sectors—have important consequences for small towns and their residents.     

The Intergenerational Transmission of Social Capital: A Developmental Approach to Adolescent Social Capital Formation*

Previous scholarship has demonstrated the importance of individual characteristics and structural context for understanding social capital formation. However, a developmental approach to social capital formation has, so far, been absent. In this study, I argue that social capital formation must be understood intergenerationally as well as structurally. Using hierarchical linear modeling, I investigate the hypothesized intergenerational transmission of social capital using Waves 1 and 2 of the National Longitudinal Study of Adolescent Health. The results show that, in addition to individual characteristics, neighborhood‐level factors, and school‐level variables, parental social capital is an important predictor of adolescent social capital. This study also suggests that the intergenerational transmission of social capital functions, in part, through family structure and that structural differences account for only a relatively small share of the variation in adolescent social capital. Potential explanations for these findings are discussed.     

Gender and the Limits of Social Capital*

Dans cet article, l'auteure examine l'intensification de l'intérêt envers le concept de capital social dans la politique publique au Canada et considère que ce concept est assez prometteur, en même temps qu'il entraînera des problèmes considérables, pour les femmes. Elle explique les paramètres du concept de capital social et tente de l'approfondir à l'aide de questions féministes essentielles sur l'économie politique. Cette approche jette les bases de la tâche primordiale d'associer un sexe au capital social, de telle sorte que les résultats des politiques dans le contexte canadien n'augmentent pas le fardeau du travail social et de prestation de soins de groupes déjà surcharges. This paper considers the rise in Canadian public policy interest in the concept of social capital, and suggests that the concept holds some promise, along with considerable problems, for women. It elucidates the parameters of the concept of social capital and attempts to deepen it with critical feminist political economy questions. It begins the crucial task of gendering social capital so that policy outcomes in the Canadian context do not increase the burden of social and caring work onto already overburdened groups.     

The American Educational Structure and the Reproduction of Social Class*

While considerable attention has been drawn to “reproduction” theories of education, little empirical research has been conducted within this framework. This paper uses the reproduction perspective to examine how various mechanisms of the American educational structure contribute to the maintenance of the mental-manual division of labor within class structure. Using a national, longitudinal sample of high school seniors, we look at the reproduction effects of public versus private schooling, the composition of school communities and curriculum tracking. We find that reproduction results from the schooling experiences of a majority of students and that tracking is the most important mechanism in this process. However, nonreproduction is apparent as well which points to some issues that reproduction theories must address to provide viable explanations of the role of education in society.     

Community Economic Development Strategies in Rural Washington: Toward a Synthesis of Natural and Social Capital*

Abstract Routes to economic development attract considerable attention in community and rural sociology. Social scientists draw increasingly on studies of social capital and environmental surroundings as they examine the factors that facilitate and inhibit economic development. However, few empirical analyses exist that analyze the impact of the combination of social infrastructure and natural capital on different forms of economic development such as on industrial recruitment and self‐development. Using data collected from six communities in Washington State, the interaction of a community's social infrastructure and natural capital on industrial recruitment and self‐development efforts is examined. Results suggest that while natural capital positively impacts a community's successful recruitment of outside industries, it is not significant for a community's level of self‐development. However, a community's social infrastructure, measured by the existence of active civic organizations, local businesses that support local community projects, community‐wide fund‐raising capacity, and extra‐local linkages to nearby communities, state, and national agencies, positively affects both industrial recruitment and self‐development. These findings illustrate the need for communities and local activists to carefully weigh their advantages and potential shortcomings when deciding on an economic development strategy.     

Social Capital and Community Supportsfor Low Income Families

Abstract

The Personal Responsibility, Work Opportunity and Medicaid Restructuring Act of 1996 changed welfare dramatically. This article explores the concept of social capital, illustrating how social and cultural capital are important factors that make the difference between persistent and temporary poverty. Through research in Wisconsin and Philadelphia, this article shows that social capital provides both barrier and bridge to families trying to survive in a changed policy context. However, just as programs focusing exclusively on work experience, developing human capital, or providing additional income fail to produce results for everyone on public assistance, programs concentrating exclusively on social or cultural capital are also doomed to failure.     

Social Capital: An Interdisciplinary Concept*

Abstract This paper sets forth an interdisciplinary interpretation of social capital that will permit the concept to be used with precision in scholarly and scientific work. If the interpretation is accepted, the social capital concept cannot be regarded as a social theory, nor as a statement of normative goals. The interdisciplinary concept proposed here is applied to rural studies.     

Social Capital and Participation in Community Improvement Activities by Elderly Residents in Small Towns and Rural Communities*

Abstract This study critically reviews theoretical concepts and measurements of social capital and tests hypotheses that elaborate how four dimensions of social capital (informal social ties, formal social ties, trust, and norms of collective action) and sense of community are related to participation in community improvement activities for elderly residents in small towns and rural communities. Mail surveys of 2,802 elders in 99 small towns and rural communities in Iowa reveal that many elders are actively involved in their community. Social capital and sense of community are very important in predicting elderly participation in community improvement activities, but they relate differently to elderly community involvement. Formal ties and sense of community have much stronger relationships with community involvement than informal ties and norms of collective action. Generalized trust is not significantly related to elderly community involvement.     

Assimilation and Educational Achievement: the Case of the Second Generation Japanese-American*

A review of the literature reveals three conflicting hypotheses concerning Japanese-American educational achievement. Data from a three-generational, national sample of Japanese-Americans are examined to determine the correlates of the second-generation respondents'(the Nisei) educational achievement. Employing four measures of assimilation—cultural, structural, marital, and identificational—the findings suggest that the greater the assimilation of the respondent, the higher the educational achievement. These findings and their implications are discussed.     

Drug Courts: A Social Capital Perspective*

Social capital is a variable resource embedded in all social networks. Although the majority of work on social capital describes it as contributing to socially beneficial outcomes, it also contributes to deviant activities. In addition to laying a theoretical basis for understanding the deviant potentials of social capital, this paper argues that a change in social networks results in a change in social capital. Using data collected from adult drug courts in Wyoming, multivariate ordinary least squares (OLS) regression analyses and analyses of personal interviews were used to explore changes in the social capital of drug court participants. However, as a result of deficiencies in available data, questions remain as to the long‐term social circumstances of participants after graduating from the programs and differences in social outcomes among minority groups. The results from this project have implications for future research conducted on drug courts and the theory of social capital.