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Social capital in action: Parent an...

Kim, Doo Hwan.

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Social capital in action: Parent and school support in adolescents' transition to postsecondary education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social capital in action: Parent and school support in adolescents' transition to postsecondary education./
作者:	Kim, Doo Hwan.
面頁冊數:	132 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2155.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3136521
ISBN:	0496837192

Social capital in action: Parent and school support in adolescents' transition to postsecondary education.
Kim, Doo Hwan.

Social capital in action: Parent and school support in adolescents' transition to postsecondary education. - 132 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2155.

Thesis (Ph.D.)--The University of Chicago, 2004.

This thesis examines the effects of social capital on transition to postsecondary education, in particular, on admission to a selective college. In 2002, some 80 percent of American 10th graders aspired towards at least a bachelor's degree. In that the majority of the young population pursues postsecondary education, college selectivity is more relevant as the critical outcome variable in assessing social stratification. This study distinguishes transition to postsecondary education into two different outcomes: one is a three category distinction of enrollment at postsecondary institutions: "no enrollment", "enrollment at a one- or two-year institution", and "enrollment at a four-year institution" immediately after high school graduation. The other outcome is college selectivity among those who enrolled at four-year institutions.

ISBN: 0496837192Subjects--Topical Terms:

626654
Education, Sociology of.

Social capital in action: Parent and school support in adolescents' transition to postsecondary education.
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500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2155.
500 $a Advisers: Edward O. Laumann; Barbara Schneider.
502 $a Thesis (Ph.D.)--The University of Chicago, 2004.
520 $a This thesis examines the effects of social capital on transition to postsecondary education, in particular, on admission to a selective college. In 2002, some 80 percent of American 10th graders aspired towards at least a bachelor's degree. In that the majority of the young population pursues postsecondary education, college selectivity is more relevant as the critical outcome variable in assessing social stratification. This study distinguishes transition to postsecondary education into two different outcomes: one is a three category distinction of enrollment at postsecondary institutions: "no enrollment", "enrollment at a one- or two-year institution", and "enrollment at a four-year institution" immediately after high school graduation. The other outcome is college selectivity among those who enrolled at four-year institutions.
520 $a This thesis refines the theory of social capital with the concept of alignment proposed by Schneider and Stevenson in Ambitious Generation and emphasizes complementarity of extra-group ties as social capital through which parents and schools can effectively bridge resources and information to their adolescents, and thereby enabling them to make adequately informed choices in going college. This study applies complementarity of resource-bridging actions by parents and schools in the context of adolescents' transition to postsecondary education.
520 $a Using data from the National Education Longitudinal Study of 1988--94, results of statistical analysis show that alignment of parents' and students' educational goals increases students' odds of immediate enrollment at a postsecondary institution after high school graduation. In predicting the selectivity of college attended, the influence of parental education is contingent upon alignment of parents' and students' educational goals. Secondly, the effects of high school ties with colleges were apparent both in access to postsecondary education and for the admission to selective college. Concrete and directed actions of schools contribute to the selectivity of colleges to which their students are admitted controlling for the schools' academic ability context and social status composition. This work suggests that interpersonal or institutional ties can either facilitate or impede a person from envisioning adolescents' educational paths according to the resources and opportunities available through those ties.
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