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

Abstract

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.

Race, Class, and Religious Differences in the Social Networks of Children and Their Parents

“…It is within these class-bounded social contexts that parents and children create social networks with others who share their social status (McPherson et al, 2001). It is unclear whether children have preferences for friends who share their religious background; however, the extent to which children's and parents' social relationships and activities (e.g., extra-curricular, school) are centered within a religious community will impact opportunities to develop faith-based networks (Glanville, Sikkink, & Hernández, 2008;Smith, 2003) and may increase the salience of religious differences for children. Although children's friendships are circumscribed by social differences, children do develop diverse friendships if in conducive social environs (Bruegel, 2006).…”

“…Places of worship are an important context within which children develop friendships and parents cultivate closure relationships (Fletcher, Troutman, Gruber, Long, & Hunter, 2006;Glanville et al, 2008;Smith, 2003). Smith examined the associations between religious involvement and the development of social network closure.…”

“…Based on a review of ethnographic studies, Jarrett (1990) highlighted community-bridging strategies that urban poor families engaged to support upward mobility; one of these strategies was to bridge to networks that were not impoverished and were not located in poor neighborhoods. Parents may also limit the development of social network closure in impoverished neighborhoods as a strategy to protect their children from risks associated with living in these neighborhoods (Brody, 1990; Caughy et al, 2003).Places of worship are an important context within which children develop friendships and parents cultivate closure relationships (Fletcher, Troutman, Gruber, Long, & Hunter, 2006;Glanville et al, 2008;Smith, 2003). Smith examined the associations between religious involvement and the development of social network closure.…”

Cheminement scolaire des élèves québécois originaires des Antilles : un double aperçu à partir de données quantitatives et qualitatives

“…Malheureusement, il s'agit le plus souvent de pairs dont la fréquentation fait augmenter les risques de décrochage scolaire (Crosnoe et al 2003 ;Thin et Millet 2005). Un des jeunes décrocheurs souligne que la participation à des activités extrascolaires intéressantes et la diversification des groupes d'amis auraient pu avoir un impact positif sur sa trajectoire, tel que le montrent certaines études (Glanville et al 2008).…”

Religião E Sucesso Escolar Na Rede Municipal Do Rio De Janeiro

“…Given the interest in knowing better what takes place in the family environment, which may affect the schooling process, we have investigated how the family's belonging to a certain religious group may influence the student's academic success. Although this topic has been little explored, recent research in Brazil (CUNHA; RIOS-NETO; OLIVEIRA, 2014) and several international researches (GLANVILLE; SIKKINK; HERNÁNDEZ, 2008;LEHRER, 1999;among others) have highlighted the importance of religion in educational performance studies. This article is designed to contribute to this discussion in the Brazilian case.…”