| Autor: |
Kendralin J. Freeman, Condron, Dennis J. |
| Předmět: |
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| Zdroj: |
Conference Papers - American Sociological Association; 2007 Annual Meeting, p1, 37p, 2 Diagrams, 4 Charts |
| Abstrakt: |
Sociologists have investigated the importance of relationships embedded with resources for a variety of outcomes, yet the role of this social capital in young children's acquisition of academic skills is unclear. Using data on first graders from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), we examine whether different forms of social capital (normative, institutional ties, and weak ties) promote gains in students' reading and math skills and explain socioeconomic disparities therein. Findings reveal that social capital varies by socioeconomic status, promotes reading and math gains during first grade, and mediates the relationship between socioeconomic status and learning. These patterns suggest that social capital processes are critical to our understanding of socioeconomic inequality in educational outcomes, even during the earliest stages of children's educational careers. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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