Social Capital and the Higher Education Academic Achievement: Using Cross-Classified Multilevel Models to Understanding the Impact of Society on Educational Outcomes

2021 ◽  
pp. 0044118X2110429
Author(s):  
Emiola Oyefuga ◽  
Charol Shakeshaft
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Social Capital ◽  
Educational Outcomes ◽  
Multilevel Models ◽  
Adult Health ◽  
Family Social Capital ◽  
Using Data ◽  
Education Academic ◽  
The Impact

This article aims to show the influence of social capital on the academic achievement of American students. Using data from Waves I and IV of the National Longitudinal Study of Adolescent to Adult Health (Add Health), this study explored how one of the domains of social capital, the family, makes a difference to educational outcomes in higher education. Cross-classified multilevel models were used to analyze the data to understand the effects of family social capital variables and contexts on academic achievement. In addition, the models examined if gender, race, and parental socioeconomic status influenced the relationship. The findings from this study showed that the effects of family social capital differed for different groups of students and was impacted by the context. This study also found that parental income, education, and employment all affected how family social capital influenced academic achievement.

Social identity and family business: exploring family social capital

2015 ◽  
Vol 5 (2) ◽  
pp. 157-181 ◽  
Author(s):  
Torsten Schmidts ◽  
Deborah Shepherd
Keyword(s):  
Social Capital ◽  
Social Identity ◽  
Family Business ◽  
Social Identity Theory ◽  
Identity Theory ◽  
Family Members ◽  
Content Type ◽  
Family Social Capital ◽  
The Family ◽  
The Impact

Purpose – The purpose of this paper is to use social identity theory to explore factors that contribute to the development of family social capital. Effects are investigated both for the family and the business. Design/methodology/approach – A single in-depth case study focussing on the family unit was coducted within a fourth-generation family business involved in the arts retailing. Findings – The findings suggest that social identity theory is a useful lens to explore the development of family social capital. The six themes identified highlight that there is a normative and an affective dimension, leading to family members’ desire to uphold the status of the business. Evidence suggests that the normative factors may be both positively and negatively related to the development of family social capital, due to their potentially restrictive nature. Originality/value – The paper’s findings imply that social identity can contribute to understanding family dynamics. Evidence highlights various factors for family members that are not involved in the family business to uphold its status. This is attributed to the emotional significance of the business to the family’s identity. Furthermore, this paper suggests that the strong focus on norms and values, which developed gradually, may have adverse effects on the identification with the business and the willingness to uphold its status. Propositions are offered to provide guidance for future research to investigate this controversial evidence regarding the impact of value orientation on family social capital.

scholarly journals Measuring Social Capital and Support Networks of Young Immigrants

2016 ◽  
Vol 9 (5) ◽  
pp. 62
Author(s):  
María Paz Sandín Esteban ◽  
Angelina Sánchez Martí ◽  
Ana Belén Cano Hila
Keyword(s):  
Social Capital ◽  
Educational Outcomes ◽  
Compulsory Education ◽  
Academic Persistence ◽  
Methodological Framework ◽  
Personal Network ◽  
The Social ◽  
Relational Systems ◽  
The Impact ◽  
Young Immigrants

<p class="apa">This paper addresses the importance of the diagnosis of “personal communities” as relational systems that may influence the academic pathways of young immigrants. As part of a longitudinal study of the academic persistence of young people in their transition from compulsory to post-compulsory education, a “personal network questionnaire” has been developed. This instrument allows the relational structure of students to be captured and represented, and the impact of this structure on educational outcomes to be analysed. It measures and explores the network of inter-relations with adults (family, educational and recreational professionals, etc.) and peers in different settings. The theoretical elements underpinning its design and implementation are the interweaving of the student social capital and social support system to which they have or may have access to, and the Social Network Analysis (SNA) approach as the methodological framework. This network approach is rendered highly significant and valuable for professionals in educational diagnosis to assess relational vulnerability and design programs of intervention and counseling. With graphic techniques, we can somewhat address this challenge by examining patterns in relational data, experimenting with these data and putting forward hypotheses.</p>

scholarly journals Motivation and Academic Performance: An Inter-country Comparison

2020 ◽  
Vol 3 (3) ◽  
pp. p70
Author(s):  
Lewis R. Gale ◽  
Clifford Nowell
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Positive Impact ◽  
Country Comparison ◽  
Using Data ◽  
The Impact ◽  
The Relationship ◽  
Detrimental Impact ◽  
The U.S ◽  
External Motivation

The objective of this paper is to explore the impact of amotivation on academic performance and to test whether the impact of motivation on academic performance differs across students from China and the U.S. Using data from Chinese and U.S. students located in their home countries, we find amotivation negatively impacts academic performance of both groups of students. We also show that external motivation is positively associated with academic achievement. While these findings are consistent with results from previous studies, we extend the understanding on the relationship between motivation and academic performance by demonstrating that the magnitude of the detrimental impact of amotivation differs between students in the two countries and that the positive impact of higher levels of external motivation provides similar benefits for both groups of students.

Does Diversity Matter? School Racial Composition and Academic Achievement of Students in a Diverse Sample

2020 ◽  
pp. 004208592090225 ◽  
Author(s):  
Jameela Conway-Turner ◽  
Joseph Williams ◽  
Adam Winsler
Keyword(s):  
Academic Achievement ◽  
White Students ◽  
Educational Outcomes ◽  
Multilevel Models ◽  
Racial Diversity ◽  
Ethnically Diverse ◽  
Third Graders ◽  
Racial Composition ◽  
School Diversity ◽  
Research Findings

Research findings on school diversity and its impact on children’s educational outcomes is mixed. This study examined school racial diversity and educational outcomes for ethnically diverse students. Data came from third graders, N = 33,857 (51.8% male; 57.2% Latinx), in 278 schools. Using multilevel models, we examined the association between school racial composition and academic outcomes. Results showed that increased school diversity was negatively related to academic achievement, but this association was moderated by race. For White students, more equal representation was positively related to academic achievement, but this association was negative for Black and Latinx students.

The Role of Sex and Age on Pre-drinking: An Exploratory International Comparison of 27 Countries

2019 ◽  
Vol 54 (4) ◽  
pp. 378-385 ◽  
Author(s):  
Jason Ferris ◽  
Cheneal Puljević ◽  
Florian Labhart ◽  
Adam Winstock ◽  
Emmanuel Kuntsche
Keyword(s):  
Multilevel Models ◽  
The United States ◽  
Drinking Behaviour ◽  
Single Model ◽  
Policy Makers ◽  
Worldwide Phenomenon ◽  
Using Data ◽  
The Impact ◽  
Multivariate Multilevel Models

Abstract Aims This exploratory study aims to model the impact of sex and age on the percentage of pre-drinking in 27 countries, presenting a single model of pre-drinking behaviour for all countries and then comparing the role of sex and age on pre-drinking behaviour between countries. Methods Using data from the Global Drug Survey, the percentages of pre-drinkers were estimated for 27 countries from 64,485 respondents. Bivariate and multivariate multilevel models were used to investigate and compare the percentage of pre-drinking by sex (male and female) and age (16–35 years) between countries. Results The estimated percentage of pre-drinkers per country ranged from 17.8% (Greece) to 85.6% (Ireland). The influence of sex and age on pre-drinking showed large variation between the 27 countries. With the exception of Canada and Denmark, higher percentages of males engaged in pre-drinking compared to females, at all ages. While we noted a decline in pre-drinking probability among respondents in all countries after 21 years of age, after the age of 30 this probability remained constant in some countries, or even increased in Brazil, Canada, England, Ireland, New Zealand and the United States. Conclusions Pre-drinking is a worldwide phenomenon, but varies substantially by sex and age between countries. These variations suggest that policy-makers would benefit from increased understanding of the particularities of pre-drinking in their own country to efficiently target harmful pre-drinking behaviours.

SME Non-Executive Directors: Having One and Being One

2013 ◽  
Vol 27 (6) ◽  
pp. 477-490 ◽  
Author(s):  
Ian Gordon
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Executive Director ◽  
Participant Observation ◽  
Education Institution ◽  
Executive Directors ◽  
Higher Education Institution ◽  
Strategic Leaders ◽  
The Impact ◽  
Initial Results

The objective of the study reported here was to ascertain the impact on small and medium-sized enterprise (SME) owner–managers of simulating having and being a non-executive director (NED) within the GOLD programme at Lancaster University, the purpose of which is to help owner–managers of SMEs to become better strategic leaders of their companies. Three research approaches were used: (a) participant observation in each of the 20 businesses; (b) interviewing owner–managers; and (c) a review of materials and transcripts generated from Board meetings. Participants engaging in a higher education institution (HEI)-generated network with high levels of trust had an opportunity to behave in a different way; and owners acquired operational and strategic experience of having and being an NED. The initial results indicate that this experience results in greater strategic focus. The engagement of an HEI with SMEs through innovative processes drawn from larger organizations accelerates the creation of trust and social capital, allowing ways of working that might otherwise be dismissed.

scholarly journals Getting a Barista Job: Adjudicating the Impact of Human Capital, Social Capital, Age and Gender

2020 ◽  
Vol 4 (3) ◽  
pp. 139-152
Author(s):  
Ed Collom
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Human Capital ◽  
Educational Attainment ◽  
High Status ◽  
Capital Social ◽  
Age And Gender ◽  
Entry Level ◽  
And Gender ◽  
The Impact

This study concerns the role of human capital, social capital, age, and gender in acquiring a job as an entry-level barista. Employment records were coded and analyzed in order to identify the key factors differentiating this applicant pool. The results from multivariate models produce fewer positive associations between human capital and social capital indicators than the literature suggests. Those with greater educational attainment are more likely to have high-status references on their applications. As seen in previous literature, the social capital of applicants is not very relevant in acquiring this entry-level job. Overall, educational attainment was most salient in increasing the odds of being interviewed and hired. The managers responsible for these decisions appear to favor formal higher education over work experience or references. The findings are discussed vis-à-vis women’s gains in higher education, the growth of the service sector, and the aging of the U.S. population.

scholarly journals FERTILITY LEVELS IN RELATION TO EDUCATION IN PAKISTAN

2014 ◽  
Vol 21 (06) ◽  
pp. 1103-1112
Author(s):  
Abid Ghafoor Chaudhry ◽  
Asha Gul ◽  
Shaheer Ellahi Khan ◽  
Nida Khan ◽  
Maha Khan
Keyword(s):  
Higher Education ◽  
Poisson Regression ◽  
Living Standards ◽  
Level Of Education ◽  
Aggregate Analysis ◽  
Interesting Conclusion ◽  
Using Data ◽  
The Impact ◽  
Disaggregate Analysis

The objective of this study was to examine the effect of education on fertility levels in Pakistan using data for 4125 females aged 15-49 years from the Pakistan Social and Living Standards Measurement Survey (PSLM) 2007-08 both at the aggregate and disaggregate level. The methodology of this study uses Poisson regression, the estimated results of which verify that education (measured by the highest class passed) has a negative and statistically significant impact on fertility levels, but this relation does not hold true for all levels of education. While higher secondary and higher education are significant across all specifications in the aggregate analysis, the impact of matriculation on fertility levels is mixed. Although, similar results are obtained from the disaggregate analysis, an interesting conclusion is that no level of education comes out to

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