Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out
Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out
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DOI：
10.1093/sf/78.1.117
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发表时间：
1999-09-01
期刊：
影响因子：
4.8
通讯作者：
McNeal, RB
中科院分区：
文献类型：
--
作者：
McNeal, RB
使用文化和社会资本的概念，我提供了一个理论框架，为什么在认知（例如，科学成就）和行为（例如，逃学和辍学）的结果。研究结果表明，父母的参与一般是一个突出的因素，在解释行为，而不是认知的结果，最大的支持亲子讨论和参与家长教师组织。研究结果还表明，参与的具体方面有更大的影响，更富裕的和白色的学生，提供实证证据支持Lareau（1989）的论点，即上层阶级的成员拥有更高水平的文化资本放大了父母参与的影响，为中等学生。的理论框架和相关的研究结果提供了洞察力，似乎不一致的研究结果显示，在以前的许多研究家长的参与和成就。
Using the concepts of cultural and social capital, I provide a theoretical framework for why there should be differential effects of parental involvement across cognitive (e.g., science achievement) and behavioral (e.g., truancy and dropping out) outcomes. Findings indicate that parental involvement is generally a salient factor;in explaining behavioral but not cognitive outcomes, with greatest support for parent-child discussion and involvement in parent-teacher organizations. Findings also indicate that specific dimensions of involvement have greater effects for more affluent and white students, providing empirical evidence to support Lareau's (1989) contention that the greater levels of cultural capital possessed by members of the upper class magnify parental involvement's effect for advantaged students. The theoretical framework and associated findings provide insight into the seemingly inconsistent findings revealed in much previous research on parent involvement and achievement.