Explaining Southern Disadvantage in Verbal Facility among Young Children

Parcel, Toby L.; Geschwender, Laura E.

doi:10.1093/sf/73.3.841

Cited by 14 publications

(3 citation statements)

References 38 publications

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“…Several studies suggest that religious involvement enhances educational outcomes for particular groups of adolescents as well. For example, involvement in religious institutions predicts greater verbal ability among girls (Parcel and Geschwender 1995) and higher grades among rural teens (Elder and Conger 2000) and immigrant children (Bankston and Zhou 2002). Other research has suggested that religious involvement may be particularly important for disadvantaged adolescents.…”

mentioning

confidence: 99%

Religious Involvement and Educational Outcomes: The Role of Social Capital and Extracurricular Participation

Glanville

Sikkink

Hernandez

2008

The Sociological Quarterly

131

130

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Previous research has observed that religious participation is positively related to a wide variety of adolescent outcomes, including academic achievement, but relatively little is known about why this is the case. We focus on a group of related potential explanations for why religious involvement improves educational outcomes. We examine whether religious participation enhances academic outcomes among teens by the way in which it shapes their social ties, or social capital, focusing on both intergenerational relationships and on relationships with peers. We also examine the potential intervening role of extracurricular participation. Using structural equation models to analyze data from the National Longitudinal Study of Adolescent Health (Add Health), we examine the potential role of social capital and extracurricular participation in mediating the relationship between religious participation and academic achievement, dropping out of high school, and attachment to school. We find that religious attendance promotes higher intergenerational closure, friendship networks with higher educational resources and norms, and extracurricular participation. These intervening variables account for a small part of the influence of adolescent religious participation on the educational outcomes in this study.

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mentioning

confidence: 99%

Religious Involvement and Educational Outcomes: The Role of Social Capital and Extracurricular Participation

Glanville

Sikkink

Hernandez

2008

The Sociological Quarterly

131

130

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“…In the context of education, social capital has been shown to positively influence students' academic achievement (Dufur, Parcel, & Troutman, 2013), decreasing the likelihood of a child dropping out of school (Teachman, Paasch, & Carver, 1996) and reducing juvenile delinquency by compensating for poor parental attachment (Hoffmann & Dufur, 2008). While much of the prior research has focused on the relationship between family social capital and children's academic achievement (Furstenber & Hughes;Muller, 1994;Parcel & Geschwender, 1995;Valenzuela & Dornbush, 1994), a smaller but equally important body of work has examined the effects and mechanisms of social capital accumulation within school-communities (Coleman, 1988;Sun, 1999). This source of social capital development through relationships with institutional agents such as teacher-coaches may be particularly important for children whose family resources are limited (Stanton-Salazar, 1997;Stanton-Salazar & Dornbusch, 1995).…”

Section: Literature Reviewmentioning

confidence: 99%

Do Teacher-Coaches Make the Cut? The Effectiveness of Athletic Coaches as Math and Reading Teachers

Egalite

Bowen

Trivitt

2015

EPAA

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Math and reading teachers who also coach athletics in the public school system are challenged to balance the responsibilities that come with fulfilling dual occupational roles. While many studies have examined teacher-coaches' stress levels and job perception in the context of role strain, there is no evidence of how student achievement in tested subjects is affected by assignment to these teacher-coaches. A large administrative panel data set provided by the Florida Department of Education allows us to match students to teachers and use a student fixed effects approach to track changes in math and reading test scores over a seven-year time period, from 2002 through 2009. Despite the challenges associated with holding dual occupational roles, we find that students assigned to teacher-coaches perform at the same level epaa aape

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“…Because unionization rates tend to be lower in southern states (Aronowitz, 1983;Carver, 1993;Roscigno & Kimble, 1995) and because southern states fare comparatively poorly on standardized exam performance (Parcel & Geschwender, 1995; Do Teacher Unions Hinder Educational Performance? Lesso... http://www.edreview.org/harvard00/2000/wi00/w00steel.htm 11 of 31 2/9/2007 9:14 AM Powell & Steelman, 1984;U.S.…”

Section: Measures For Sat Modelsmentioning

confidence: 99%

Do Teacher Unions Hinder Educational Performance?: Lessons Learned from State SAT and ACT Scores

Carini¹,

Powell²,

Steelman³

2000

Harvard Educational Review

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Explaining Southern Disadvantage in Verbal Facility among Young Children

Cited by 14 publications

References 38 publications

Religious Involvement and Educational Outcomes: The Role of Social Capital and Extracurricular Participation

Religious Involvement and Educational Outcomes: The Role of Social Capital and Extracurricular Participation

Do Teacher-Coaches Make the Cut? The Effectiveness of Athletic Coaches as Math and Reading Teachers

Do Teacher Unions Hinder Educational Performance?: Lessons Learned from State SAT and ACT Scores

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