Social Capital and Children's Development: An Experimental Study

社会资本与儿童发展：实验研究

• 批准号: 7373457
• 负责人: Adam Gamoran
• 金额: $ 75.8万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-07 至 2013-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7373457
• 关键词: Absenteeism; Accounting; Address; Affect; African American; Behavioral; Child; Child Development; Cognitive; Competence; Condition; Control Groups; Country; Data; Development; Dimensions; Disadvantaged; Ecology; Economics; Effectiveness of Interventions; Experimental Designs; Family; Goals; Individual; Inequality; Intervention; Interview; Latino; Low income; Mathematics; Measures; Modeling; Outcome; Parents; Performance; Population; Price; Problem behavior; Process; Psychology; Public Health; Randomized; Randomized Controlled Clinical Trials; Rate; Reading; Records; Research; Research Design; Schools; Science; Score; Social Controls; Social Development; Social Network; Social support; Sociology; Statistical Models; Students; Surveys; System; Target Populations; Testing; Thinking; Trust; Variant; base; boys; design; expectation; experience; follow-up; girls; insight; intervention program; member; multilevel analysis; programs; research study; social; social capital; social skills; teacher; therapy design

DESCRIPTION (provided by applicant): The proposed research will test the causal effects of social capital on levels and inequalities of children's social and cognitive development during the early elementary years. Social capital here refers to trust and shared expectations embedded in social networks of parents, teachers, and children. For young children, social capital operates primarily through their relationships with their parents, enhancing development through mechanisms of social support and social control. Children from low-income Latino families are a special focus of the study. The research design is experimental: social capital will be manipulated through a well-tested intervention Families and Schools Together (FAST) that will enhance the social capital among parents, teachers, and children through an intensive after-school program and a 2-year follow-up program. The study will include 52 schools in Milwaukee and San Antonio (about 208 teachers and 3,120 first graders and their families), with half the schools randomly selected for the intervention and half serving as controls. The experimental design will permit a strong test of the causal role of social capital. The project will also involve an implementation study intended to illuminate the processes by which social capital is generated and affects child development. The proposed research is interdisciplinary, drawing on sociology, psychology, and economics,and it reflects an ecological perspective that crosses boundaries between families and schools. The study thus responds to the call for research on the Science and Ecology of Early Development. Key aspects of child development will be assessed, including (a) social skills and problem behavior from standardized behavioral ratings by parents; (b) the latter plus academic competence as rated by teachers; and (c) grade retention, attendance rates, and third-grade reading and mathematics scores from school records. Social capital will be measured with repeated surveys of teachers and parents that address the extent of social networks, parent involvement, trust, and shared expectations among parents, between parents and schools, and between parents and children. Data will be analyzed with multilevel statistical models that take account of variation at the individual and school levels of analysis.RELEVANCE. Latinos are the fastest growing segment of the U.S. population, and among the most disadvantaged. Latino families often perceive a sense of distance from the school system, which can create barriers to their children's academic and social development, important dimensions of public health. This study will yield practical as well as scientific insights into the value of increased social capital for development of children among a variety of demographic groups, and particularly those from low-income Latino families.

描述（由申请人提供）：本研究旨在检验社会资本对小学早期儿童社会认知发展水平和不平等的因果影响。这里的社会资本指的是嵌入在父母、老师和孩子的社会网络中的信任和共同的期望。对幼儿来说，社会资本主要通过他们与父母的关系发挥作用，通过社会支持和社会控制机制促进发展。来自低收入拉丁裔家庭的孩子是这项研究的特别重点。研究设计是实验性的：社会资本将通过一个经过良好测试的干预家庭和学校一起（FAST）来操纵，该干预将通过一个密集的课后项目和一个为期两年的随访项目来增强家长、教师和儿童之间的社会资本。这项研究将包括密尔沃基和圣安东尼奥的52所学校（约208名教师和3120名一年级学生及其家庭），其中一半学校被随机选中进行干预，另一半作为对照。实验设计将允许对社会资本的因果作用进行强有力的测试。该项目还将涉及一项执行研究，旨在阐明社会资本产生和影响儿童发展的过程。这项研究是跨学科的，借鉴了社会学、心理学和经济学，它反映了跨越家庭和学校界限的生态学观点。因此，该研究响应了早期发展科学与生态学研究的号召。儿童发展的关键方面将被评估，包括(a)社会技能和问题行为，来自父母的标准化行为评级；(b)后者加上由教师评定的学术能力；(c)留级率，出勤率，三年级的阅读和数学成绩。社会资本将通过对教师和家长的反复调查来衡量，这些调查涉及社会网络、家长参与、信任和家长之间、家长与学校之间以及家长与孩子之间的共同期望的程度。数据将用多层统计模型进行分析，该模型考虑到个人和学校分析水平的变化。拉美裔是美国人口中增长最快的群体，也是最弱势的群体之一。拉丁裔家庭经常感到与学校系统有距离感，这可能会对他们孩子的学业和社会发展造成障碍，而这是公共卫生的重要方面。这项研究将对增加社会资本对各种人口群体，特别是低收入拉丁裔家庭的儿童发展的价值产生实际和科学的见解。