Does Social Capital Still Matter? Immigrant Minority Disadvantage in School-Specific Social Capital and its Effects on Academic Achievement

Dados Bibliográficos

AUTOR(ES) G. Kao , Lindsay Taggart Rutherford
AFILIAÇÃO(ÕES) University of Pennsylvania
ANO 2007
TIPO Artigo
PERIÓDICO Sociological Perspectives
ISSN 0731-1214
E-ISSN 1533-8673
EDITORA Annual Reviews (United States)
DOI 10.1525/sop.2007.50.1.27
CITAÇÕES 17
ADICIONADO EM 2025-08-18
MD5 a9a9453d91e7d68b4cc9320ac134b700

Resumo

Using the National Education Longitudinal Study of 1988, the authors examine the determinants of social capital and its effects on school achievement for minority and immigrant students. The authors use two measures of social capital—intergenerational closure and parent-school involvement—and distinguish minority groups by generational status. Results indicate that compared to third-generation White students, immigrant Asians and Hispanics and third-generation Black students possess less social capital. Minority and immigrant children receive differential returns to intergenerational closure and parent-school involvement.

Families and Schools

(2004)

Social Capital, Cultural Values, Immigration, and Academic Achievement: The Host Country Context and Contradictory Consequences

(2004)

Social Capital and Its Relevance to Minority and Immigrant Populations

(2004)

Social Capital and the Interplay of Families and Schools

(2004)

Ferramentas

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