Does school choice have implications for parents’ social capital and adolescents’ academic outcomes?

Day, Elizabeth; Dotterer, Aryn M.

doi:10.1007/s11218-020-09560-4

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…Based on research in schools, Coleman (1990) postulated that when parents know the parents of their children’s friends, they can establish shared norms by observing children’s actions in different contexts and talking with other parents about their children. Such structural and normative child‐rearing relationships generate social support for children (Sandefur & Laumann, 1998) and increase academic achievement (Carbonaro, 1998; Coleman, 1990; Day & Dotterer, 2020). Intergenerational closure is also a potential protective factor for child maltreatment.…”

Section: Introductionmentioning

confidence: 99%

Older Neighbors and The Neighborhood Context of Child Well‐Being: Pathways to Enhancing Social Capital for Children

Jespersen

Korbin

Spilsbury

2021

American J of Comm Psychol

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Drawing on Coleman’s concept of social capital, researchers have investigated how the quality of neighborhood social networks influences child development and well‐being. The role of non‐kin older neighbors in advancing child well‐being through the enhancement of social capital, however, has been under‐studied. Our objective was to delineate specific pathways through which non‐kin older neighbors contribute to neighborhood quality for children and families and potentially advance child well‐being. We examined open‐ended interview data from 400 parents who cared for at least one child under 18 years of age and resided in 20 neighborhoods in Cleveland, Ohio. A subsample of 113 parents connected older neighbors to neighborhood quality for families and children in their narratives. Our analysis identified three primary pathways through which parents positively linked older neighbors to neighborhood quality: older neighbors support parents and children, promote neighborhood safety, and contribute to neighborhood residential stability. These contributions are evidence of intergenerational closure, reciprocated exchange, and informal social control working together to create social capital in neighborhoods for children. It is by enhancing social capital that older neighbors potentially improve child well‐being. We discuss the implications of our findings for neighborhood research and practice.

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Section: Introductionmentioning

confidence: 99%

Older Neighbors and The Neighborhood Context of Child Well‐Being: Pathways to Enhancing Social Capital for Children

Jespersen

Korbin

Spilsbury

2021

American J of Comm Psychol

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“…Second, continuity in childhood peer groups may promote stronger relationships between parents, a key determinant of social capital. Children who share schools for a longer period are more likely to experience intergenerational closure—parents knowing the parents of their children’s friends (Coleman & Hoffer, 1987; Day & Dotterer, 2020). Third, peer continuity can affect academic outcomes.…”

mentioning

confidence: 99%

Choosing Alone? Peer Continuity Disparities in Choice-Based Enrollment Systems

Mark

Corcoran

Jennings

2023

Educational Researcher

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We provide novel evidence on the broader impacts of school choice systems by quantifying disparities in peer continuity from middle to high school in New York City. We find that Black and Hispanic students and those in high-poverty neighborhoods attend high school with a much smaller fraction of their middle school or neighborhood peers than their White, Asian, and low-poverty neighborhood counterparts. Disparities also emerge in peer isolation: 27% and 20% of Black and Hispanic students transitioned with no other student from their middle school, while only 7% to 8% of White and Asian students did. Group differences in choice similarity, which in part reflects systematic variation in the number of local school options, drive this result.

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Parents of children with special educational needs’ shared work in fully online learning

Rice

Ortiz

2022

Journal of Research on Technology in Education

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Does school choice have implications for parents’ social capital and adolescents’ academic outcomes?

Cited by 4 publications

References 31 publications

Older Neighbors and The Neighborhood Context of Child Well‐Being: Pathways to Enhancing Social Capital for Children

Older Neighbors and The Neighborhood Context of Child Well‐Being: Pathways to Enhancing Social Capital for Children

Choosing Alone? Peer Continuity Disparities in Choice-Based Enrollment Systems

Parents of children with special educational needs’ shared work in fully online learning

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