1.) What schooling options do mothers in gentrifying areas consider in the school-selection process?
2.) What forms of communication do they utilize to exchange information regarding school options?
1.) What schooling options do mothers in gentrifying areas consider in the school-selection process?
2.) What forms of communication do they utilize to exchange information regarding school options?
1) How can the constructs of social/cultural capital and financial constraints be measured? 2) How do the intersection of social capital and financial constraints impact community college students’ pursuit of STEM degrees through transfer? 3) Identify the factors related to social and cultural capital, finances, and external factors that pull students away from their studies.
The research questions guiding this study were:
1. What factors and experiences of women of color influence their persistence in science majors?
2. How do sources of capital (cultural and social) contribute to persistence efforts?
Is middle-class parents’ collective engagement in schooling particularly important in under-resourced urban contexts?
This paper considers whether a new framework for conceptualizing school racial composition, including the number and identity of specific racial groups and the stability of those groups, can determine more precisely the ways in which school diversity impacts students’ citizenship learning.
Relationship between social cohesion and social isolation at the institutional level in schools and neighborhoods.
1) In what ways do student-level characteristics influence the likelihood of enrolling in a 2 or 4-year postsecondary institution versus no enrollment, controlling for differences across school-level measures of the high school context? 2) In what ways do school-level characteristics influence the likelihood of enrolling in a 2 or 4-year postsecondary institution versus no enrollment, controlling for differences in student-level characteristics? 3) Do school-level measures have an effect above and beyond their corresponding student-level measures?
Investigate the role of cultural and social capital in generating the achievement disparity between Blacks and Whites.
Examines the longitudinal effects of race and socioeconomic status on 12th-grade educational achievement and achievement two years after high school.
Teacher’s perceptions of the core assumptions of school desegregation using data from a Louisiana district that was recently ordered to desegregate.
How social capital affects educational outcomes for ethnic groups outside of the United States.
The effects of race and class composition on Latino student’s academic achievement/extent to which compositional effects vary by generational status.
Analyze the implications of schooling closer to home by analyzing neighborhood contexts.
How does school racial composition affect the effectiveness of schools?
1) What is the relationship between parental involvement and the likelihood that a student enrolls in a 2-year or 4-year college in the fall after graduating from high school? 2) How does the relationship differ between the different types of parental involvement and the likelihood of enrolling in a 2-year or 4-year college? 3) What is the relationship between the characteristics of the social networks at the school attended and the likelihood that a student enrolls in a 2-year or 4-year college?
Studies the effects of school racial & SES composition, peer networks, and family social capital on the academic achievement of Latino adolescents.
Examine how grouping arrangements affect students’ achievement, social interaction, and motivation.
How has segregation evolved over the past few decades?
Ways in which resources & social networks translate into educational mobility, and emphasize how these resources vary among Asian Americans.
Studies the relationship between the connection to peers at school and academic engagement and achievement.
Re-examination of the Coleman social-capital hypothesis, with specific emphasis on the “harm and benefit” thesis.
After removing the fixed effects of students, family, and schools, does peer achievement affect individual student achievement?
Identifies which neighborhood characteristics influence educational achievement and what mechanisms mediate those associations
Proposes a general explanation for social background-related inequality.
Whether and how school’s concentration of students from single-parent families affect the social context for learning for all student.
Relationship between the socioeconomic status (SES) of peers and individual academic achievement.
Analyzes students’ curricular positioning and social positions in schooling.
Educational goals and the expectations of Mexican-origin high school students, and their academic performance, and their reported social ties.
Long-term effects of school desegregation on the life chances of African American students.
Explores the structure of social relations among participants in desegregated settings.
Evidence that school desegregation leads to desegregation in several areas of adult life.
New ways of thinking about why desegregated schooling can have worthwhile consequences. Desegregation schooling and opportunities for success.