Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Abstract

Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor's degree attainment among Hispanic individuals in the United States. Drawing on nationally representative longitudinal data and social capital theory, this research investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hispanic youth use resources embedded in their social networks to promote their children's engagement in college-aligned actions and whether this process varies according to student immigrant generation status. Results suggest that regardless of immigrant generation, Hispanic students who take instrumental steps during high school that are aligned with admission to college have a greater probability of initially enrolling in a four-year institution. Importantly, however, the influence of different forms of parent social capital during the process of four-year college enrollment varies markedly according to student immigrant generation.KEYWORDS: Hispanic, immigrant, postsecondary, social capital theory SARAH RYAN is a researcher in the Research, Evaluation and Policy unit at Education Development Center, 43 Foundry Avenue, Waltham, MA 02453, USA; e-mail: sryan@edc.org. In her research, Ryan seeks to better understand how practice and policy contribute to but might also ameliorate inequities in educational processes and outcomes among youth. Her work spans multiple disciplines, including the sociology of education, higher education, and educational policy.

Leveraging Social Capital to Broaden Participation in STEM

“…Other than peer support, parental involvement supplies critical bonding-cognitive/affective social capital in education (e.g., Coleman, 1988; McNeal, 1999; Perna & Titus, 2005; Ryan & Ream, 2016). At least four aspects of parental involvement can affect students’ academic and career trajectories: (a) parent–child discussion, (b) monitoring, (c) parental networks (or intergenerational closure), and (d) parent–teacher interactions.…”

Household wealth and adolescents' social-emotional functioning in schools

“…Third, social capital, as cooperative interpersonal relations that facilitate the exchange of network-bound resources (Coleman, 1988;Portes, 1998), derives from a single ECLS-K measure of "intergenerational closure"-i.e., the practice by which parents form links with the parents of their children's peers (Carbonaro, 1998;Ryan and Ream, 2016). These networks make it possible for parents to work in unison not only to keep tabs on their children but also to collaborate for the purpose of influencing school personnel (Horvat et al, 2003).…”

Leaks in Latina/o Students’ College-Going Pipeline: Consequences of Educational Expectation Attrition

“…Taking specific steps toward the transition to college is especially important when thinking about applying to 4-year universities since the requirements for entry are generally more rigorous (Adelman, 2006). Furthermore, completion of steps related to college planning early on in high school, such as getting information from a college guidance counselor, is positively associated with taking other necessary steps, such as applying to college and applying for financial aid; these steps in turn are associated with a greater likelihood of 4-year postsecondary enrollment (Klasik, 2012), particularly for Latina/o youth (Ryan & Ream, 2016). Both educational expectations and preparatory commitment are an important part of the process of making the transition to college.…”