A b s t r a c t Does family structure influence academic performance of adolescents? Using family-based 'social capital' as a heuristic device, this study analyzes data from Norwegian official registers on a cohort that in 2004 completed the lower-secondary stage of compulsory basic education. Both before and after controls for parental education attainment, the findings show that adolescents growing up in traditional nuclear families (with both their parents who are married to each other) on average perform better than those growing up with cohabiting parents. The contrast is stronger with other family types (single parent, or one of their parents and a step-parent). These findings fit Coleman's argument about family-based 'social capital', but other explanations are also possible.K e y w o r d s : adolescents, educational achievement, family structure, Norway
IntroductionThe concept of "social capital" opens for diverse contents for different purposes. Portes (1998) concludes that the concept is a useful heuristic concept. Such heuristic devices may not suffice for final interpretations of analysis. But they can direct attention to relationships which otherwise tend to be ignored. That is its intended usage in this analysis of Norwegian registry data on young people. The concept tends to be quite broadly defined and usually stresses reciprocal social relations enabling actors to work together for common goals (Field, 2003), but usage varies considerably.The most influential scholars who launched the concept of social capital, used it for quite diverse purposes, ranging from meso-and macro-level preconditions for political democracy in Italy and the U.S. (Putnam 1995(Putnam , 2000, to exchange of favours among Kabylian peasants, or benefits from socially exclusive networks for career access in France (Bourdieu, 1984(Bourdieu, [1979; Bourdieu & Passeron, 1970), to family-and community-based social regulation for individual-level educational outcomes in the United States (Coleman 1988(Coleman , 1990). Coleman's usage has influenced research on educational outcomes (Field, 2003) and is of particular interest to the present study. His functional definition of social capital, however, is 1 University of Oslo 2 It is a great pleasure to have the opportunity to submit a paper to this special issue honouring the internationally distinguished Hungarian educator and sociologist Professor Tamas Kozma with whom I had the good fortune to personally get acquainted, by sheer chance once, for several very stimulating hours, on an airliner.Jon (Coleman, 1988, p. 98).Lauglo: Family structure as social capital for education? Hungarian Educational Research Journal, Volume 4, Issue 1, 2014. doi 10.14413In his practice Coleman (1988Coleman ( , 1990) focused on quite specific phenomena: positive effects of relatively strong social regulation exerted by adults, for young people's socialization during transition to adulthood -especially their extent of success in formal education. The context for his theorizing was modern US society ...