Parental Networks, Social Closure, and Mathematics Learning: A Test of Coleman's Social Capital Explanation of School Effects
Parental Networks, Social Closure, and Mathematics Learning: A Test of Coleman's Social Capital Explanation of School Effects
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DOI：
10.1177/000312249906400502
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发表时间：
1999-10
影响因子：
9.1
通讯作者：
S. Morgan;A. B. Sørensen
中科院分区：
文献类型：
--
作者：
S. Morgan;A. B. Sørensen
通过对1988年国家教育纵向研究的受访者在十年级和十二年级之间的数学成绩的分析，我们研究了科尔曼的解释，为什么天主教学校显然比公立学校产生更多的学习。根据科尔曼的说法，天主教学校受益于更大的社会资本禀赋，部分原因是代际社会封闭（即，学生家长之间的密集网络连接）。相反，我们发现，对于公立学校，家长之间的社会封闭与数学成绩的提高呈负相关，学生之间的友谊密度。这一证据的负面影响，家长的社会封闭在公立学校部门借给支持我们的替代假设，即视野扩大学校促进更多的学习比规范执行的学校。此外，这一结果使得社会封闭无法解释天主教学校对学习的任何影响，尽管在天主教学校部门内有一些证据表明社会封闭与学习正相关。
Through an analysis of gains in mathematics achievement between the tenth and twelfth grades for respondents to the National Education Longitudinal Study of 1988, we examine Coleman's explanation for why Catholic schools apparently produce more learning than public schools. According to Coleman, Catholic schools benefit from larger endowments of social capital, generated in part through greater intergenerational social closure (i.e., dense network connections between the parents of students). Instead, we find that for public schools, social closure among parents is negatively associated with achievement gains in mathematics, net of friendship density among students. This evidence of a negative effect of parental social closure within the public school sector lends support to our alternative hypothesis that horizon-expanding schools foster more learning than do norm-enforcing schools. Moreover, this result renders social closure incapable of explaining any portion of the Catholic school effect on learning, even though within the Catholic school sector there is some evidence that social closure is positively associated with learning.