Social capital and dropping out of high school: Benefits to at-risk students of teachers' support and guidance
Social capital and dropping out of high school: Benefits to at-risk students of teachers' support and guidance
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DOI：
10.1111/0161-4681.00127
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发表时间：
2001-08-01
影响因子：
1
通讯作者：
Lee, VE
中科院分区：
文献类型：
--
作者：
Croninger, RG;Lee, VE
教师是否为学生提供了有价值的社会资本？这些形式的社会资本是否会增加学生完成高中学业的可能性，特别是那些面临失败风险的学生？利用国家教育纵向研究(NELS：88)的数据，我们解决了这些问题，并检验了社会资本是否降低了在1990至1992年间就读于1000多所公立和私立高中的11000名青少年在10年级至12年级之间辍学的可能性。我们通过两种方式衡量社会资本：(A)学生对10年级老师在多大程度上支持他们在学校取得成功的信念，以及(B)老师关于10年级学生是否在学校或个人事务上接受他们的指导的报告。我们发现，教师是学生社会资本的重要来源。这些以教师为基础的社会资本形式将辍学的可能性降低了近一半。然而，来自社会弱势背景的学生和过去在学习上有困难的学生认为老师的指导和帮助特别有帮助。我们讨论了这些发现对辍学、风险和社会资本调查的影响。
Do teachers provide students with valuable forms of social capital? Do these forms of social capital increase the likelihood that students complete high school, particularly students who are at risk of failure? Using data from the National Educational Longitudinal Study (NELS:88), we address these questions and examine whether social capital reduces the likelihood of dropping out between the 10th and 12th grades for a cohort of 11, 000 adolescents who attended more than 1, 000 Public and private high schools between 1990 and 1992. We measure social capital in two ways: (a) students' beliefs about how much their 10th-grade teachers support their efforts to succeed in school and (b) teachers' reports about whether individual 10th-grade students receive guidance from them about school or personal matters. We find that teachers are an important source of social capital for students. These teacher-based forms of social capital reduce the probability of dropping out by nearly half. However, students who come from socially disadvantaged backgrounds and who have had academic difficulties in the past find guidance and assistance from teachers especially helpful. We discuss the implications of these findings for investigations of dropping out, risk, and social capital.