Does social capital still matter? Immigrant minority disadvantage in school-specific social capital and its effects on academic achievement
Does social capital still matter? Immigrant minority disadvantage in school-specific social capital and its effects on academic achievement
复制标题
DOI：
10.1525/sop.2007.50.1.27
复制
发表时间：
2007-03-01
影响因子：
2.4
通讯作者：
Rutherford, Lindsay Taggart
中科院分区：
文献类型：
--
作者：
Kao, Grace;Rutherford, Lindsay Taggart
本文利用1988年的全国教育纵向研究，考察了社会资本的决定因素及其对少数民族和移民学生学业成就的影响。作者使用了两种社会资本的衡量标准代际封闭和家长学校参与，并通过代际地位来区分少数群体。研究结果表明，与第三代白色学生相比，亚裔移民、西班牙裔移民和第三代黑人学生拥有较少的社会资本。少数民族和移民儿童在代际封闭和家长-学校参与方面获得的回报不同。
Using the National Education Longitudinal Study of 1988, the authors examine the determinants Of social capital and its effects on school achievement for minority and immigrant students. The authors use two measures of social capital-intergenerational closure and parent school involvement-and distinguish minority groups by generational status. Results indicate that compared to third-generation White students, immigrant Asians and Hispanics and third-generation Black students possess less social capital. Minority and immigrant children receive differential returns to intergenerational closure and parent-school involvement.