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Part‐Time Employment and Problem Behaviors: Evidence From Adolescents in South Korea

“…Third, the school type of general versus vocational reflects a differential association perspective, given that a majority of students in general schools place more emphasis on academic studies than vocational training: Students enrolled in vocational schools are more likely to come from the lower end of the achievement distribution (Kim, 2004). 6 The variable of relationship with teacher reflects social control theory, given the role of teachers as institutional agents who support and supervise students (Stanton-Salazar & Spina, 2000). This variable was measured by counting the number of affirmative responses to four dichotomous questions which asked whether students had a teacher (1) whom they respected, (2) who cared about their aptitudes and life after graduation, (3) whom they liked, and (4) who understood their situation well.…”

How first‐generation students learn to navigate education systems: A case study of First Graduate

“…has never been simply a matter of learning and competently performing technical skills; rather, and more fundamentally, it has been a matter of learning how to decode the system." 9 For example, the statistics cited showing within-district disparities in San Francisco underscore how important it is that families understand the district's open enrollment system that allows students to opt out of neighborhood schools. Those families with knowledge of the open enrollment system and tendency to advocate for their children's interests are the ones who benefi t in such a system.…”

Peer Networks, Generational Status and Achievement of American Adolescents

“…Theoretically, weak and strong ties provide immigrant American adolescents with social capital of different quality. It has been shown that weak ties endorse cross-group integration (e.g., Ogbu & Simons, 1998;Stanton-Salazar & Spino, 2001) and, therefore, should assist immigrant students in adopting patterns of educational achievement close to those of the natives. Quite the opposite, strong ties to co-ethnics foster social cohesion and social support and will allow immigrant youths to maintain the level of achievement typical to their group.…”

“…Only recently has academic interest turned to these issues (Kao & Rutherford, 2007). Yet, those few studies that have attempted to explore this uncharted terrain have limited generalizability due to their exclusive attention to Hispanics and the Southwest (e.g., Ryabov & Van Hook, 2007;Stanton-Salazar & Spino, 2001). Moreover, on a methodological plane, empirical research dedicated to the investigation of school context factors related to educational performance has failed to differentiate peer effects from school composition effects.…”