Examining social capital as a mechanism for improving school engagement among low income hispanic girls

Research output: Contribution to journalArticle

61 Citations (Scopus)

Abstract

Hispanic females are a rapidly growing population and are now considered the largest group of ethnic minority girls in the United States. Yet research to guide their educational needs remains sparse. Addressing this concern, this investigation incorporated a strengths-based approach for examining school engagement among Hispanic middle school girls. A path model predicting school engagement was tested that included a neighborhood environment variable (e.g., neighborhood dangerousness) and variables to assess social capital (e.g., teacher support, friend support, and parent support). The hypothesized model was found to fit data from the sample and showed the positive and direct effects of teacher support, friend support, and parent support on school engagement, and further demonstrated that the perceived absence of neighborhood dangerousness was positively and directly associated with engagement in school. Implications for school-based interventions for Latina youth are discussed.

Original languageEnglish
Pages (from-to)164-181
Number of pages18
JournalYouth and Society
Volume39
Issue number2
DOIs
StatePublished - 1 Dec 2007

Fingerprint

social capital
low income
school
parents
model school
teacher
national minority
Group

Keywords

  • Hispanic girls
  • Poverty
  • School engagement
  • Social capital

Cite this

@article{1c3e39f660684e66bf830a3dc21a3a81,
title = "Examining social capital as a mechanism for improving school engagement among low income hispanic girls",
abstract = "Hispanic females are a rapidly growing population and are now considered the largest group of ethnic minority girls in the United States. Yet research to guide their educational needs remains sparse. Addressing this concern, this investigation incorporated a strengths-based approach for examining school engagement among Hispanic middle school girls. A path model predicting school engagement was tested that included a neighborhood environment variable (e.g., neighborhood dangerousness) and variables to assess social capital (e.g., teacher support, friend support, and parent support). The hypothesized model was found to fit data from the sample and showed the positive and direct effects of teacher support, friend support, and parent support on school engagement, and further demonstrated that the perceived absence of neighborhood dangerousness was positively and directly associated with engagement in school. Implications for school-based interventions for Latina youth are discussed.",
keywords = "Hispanic girls, Poverty, School engagement, Social capital",
author = "Pauline Garcia-Reid",
year = "2007",
month = "12",
day = "1",
doi = "10.1177/0044118X07303263",
language = "English",
volume = "39",
pages = "164--181",
journal = "Youth & Society",
issn = "0044-118X",
publisher = "SAGE Publications Inc.",
number = "2",

}

Examining social capital as a mechanism for improving school engagement among low income hispanic girls. / Garcia-Reid, Pauline.

In: Youth and Society, Vol. 39, No. 2, 01.12.2007, p. 164-181.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Examining social capital as a mechanism for improving school engagement among low income hispanic girls

AU - Garcia-Reid, Pauline

PY - 2007/12/1

Y1 - 2007/12/1

N2 - Hispanic females are a rapidly growing population and are now considered the largest group of ethnic minority girls in the United States. Yet research to guide their educational needs remains sparse. Addressing this concern, this investigation incorporated a strengths-based approach for examining school engagement among Hispanic middle school girls. A path model predicting school engagement was tested that included a neighborhood environment variable (e.g., neighborhood dangerousness) and variables to assess social capital (e.g., teacher support, friend support, and parent support). The hypothesized model was found to fit data from the sample and showed the positive and direct effects of teacher support, friend support, and parent support on school engagement, and further demonstrated that the perceived absence of neighborhood dangerousness was positively and directly associated with engagement in school. Implications for school-based interventions for Latina youth are discussed.

AB - Hispanic females are a rapidly growing population and are now considered the largest group of ethnic minority girls in the United States. Yet research to guide their educational needs remains sparse. Addressing this concern, this investigation incorporated a strengths-based approach for examining school engagement among Hispanic middle school girls. A path model predicting school engagement was tested that included a neighborhood environment variable (e.g., neighborhood dangerousness) and variables to assess social capital (e.g., teacher support, friend support, and parent support). The hypothesized model was found to fit data from the sample and showed the positive and direct effects of teacher support, friend support, and parent support on school engagement, and further demonstrated that the perceived absence of neighborhood dangerousness was positively and directly associated with engagement in school. Implications for school-based interventions for Latina youth are discussed.

KW - Hispanic girls

KW - Poverty

KW - School engagement

KW - Social capital

UR - http://www.scopus.com/inward/record.url?scp=35648935534&partnerID=8YFLogxK

U2 - 10.1177/0044118X07303263

DO - 10.1177/0044118X07303263

M3 - Article

AN - SCOPUS:35648935534

VL - 39

SP - 164

EP - 181

JO - Youth & Society

JF - Youth & Society

SN - 0044-118X

IS - 2

ER -