scholarly journals EXPLORING THE LINK BETWEEN SCHOOL ATTENDANCE, DEVELOPMENTAL ASSETS, AND SOCIAL CAPITAL IN A FIRST NATIONS COMMUNITY

2013 ◽  
Vol 4 (1) ◽  
pp. 42
Author(s):  
Kim Sanderson ◽  
Bonnie Hutchinson ◽  
Jana Grekul
Keyword(s):  
Social Capital ◽  
First Nations ◽  
Community Education ◽  
Educational Achievement ◽  
School Attendance ◽  
Community Context ◽  
Attendance Rates ◽  
Aboriginal Communities ◽  
Search Institute ◽  
Developmental Asset

<br />In Alberta, concerns about the state of educational achievement among First Nations students have been widely reported. Academic literature has well established the link between poor school performance and delinquency. Miyo Wahkohtowin Community Education Authority of Ermineskin First Nation in Hobbema (“Miyo”) has identified one of its major concerns to be low attendance rates among many students. Based on the significant body of work related to risk and protective factors in school-aged children by the Search Institute of Minneapolis, and research related to social capital in Aboriginal communities by Mignone and O’Neil (2005) and others, this study draws on the standard Developmental Asset Profile developed by the Search Institute, and Mignone and O’Neil’s (2005) standardized questions related to cultural and social capital in Aboriginal communities. Results from a survey administered to high school age students (n = 69) and attendance rates for the students, reveal a strong correlation between attendance rates and developmental asset scores. On the other hand, no correlation was revealed between attendance rates and sense of cultural heritage, or perceptions of a positive community context. Implications for building assets and social capital among youth, and strengthening community attachments are discussed.

Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education

2020 ◽  
Vol 8 (3) ◽  
pp. 127-134
Author(s):  
Reynaldo Morales Cardenas
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
First Nations ◽  
Digital Media ◽  
Curriculum Design ◽  
Informal Education ◽  
Community Education ◽  
Marginalized Communities ◽  
Learning Programs ◽  
Local Actors

This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.

Cumulative Risk and Immigrant Youth’s Health and Educational Achievement: Mediating Effects of Inter- and Intra-Familial Social Capital

2017 ◽  
Vol 51 (6) ◽  
pp. 793-813
Author(s):  
Jing Zhang ◽  
Jyoti Savla ◽  
Hsiu-Lan Cheng
Keyword(s):  
Social Capital ◽  
Young Adulthood ◽  
Family Cohesion ◽  
Educational Achievement ◽  
Cumulative Risk ◽  
Immigrant Parents ◽  
School Involvement ◽  
Mediating Effects ◽  
Parental School Involvement ◽  
Using Data

Using data from Children of Immigrants Longitudinal Study, this study examined the longitudinal effects of cumulative risk of immigrant parents on immigrant youth’s health and educational achievement in young adulthood. The mediating effects of intra- (i.e., family cohesion) and inter-familial (i.e., parental school involvement) social capital were also examined. The findings showed that cumulative risk was negatively associated with youth’s health and educational achievement in young adulthood. In addition, parental school involvement mediated the association between cumulative risk and youth’s health and educational achievement. The findings suggest that inter-familial social connections may be a critical intervention target for immigrant youth preventive interventions.

scholarly journals The Developmental and Educational Impact of Hearing Impairment in Aboriginal Children Living in Remote Australia – A Data Linkage Study

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Md Shajedur Rahman Shawon,
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Hearing Impairment ◽  
Early Childhood Development ◽  
School Attendance ◽  
Childhood Development ◽  
Effect Sizes ◽  
Attendance Rates ◽  
Confounding Variables ◽  
Aboriginal Children

IntroductionHigh prevalence of otitis media (OM) and hearing impairment (HI) in Aboriginal children in Australia’s Northern Territory (NT) is well documented. HI may be associated with poorer outcomes in early childhood development, school attendance and academic achievement. However, these associations have not been investigated in this population. Objectives and ApproachRetrospective cohort studies were conducted to investigate the association between HI and three education-related outcomes in Aboriginal children living in remote NT communities. The explanatory variable for all studies was audiometrically determined hearing levels. The outcome measures were Australian Early Development Census (AEDC) results, representing developmental outcomes at around age 5 years; Year 1 school attendance rates; and, National Assessment Program – Literacy and Numeracy (NAPLAN) results for Year 3 for academic achievement. Relevant confounding variables from available linked datasets were controlled for in the statistical analyses. ResultsCompared with normal hearing children, after adjustment for selected confounding factors, children with HI had higher risk for being developmentally vulnerable in two or more of the five AEDC domains (adjusted odds ratio 1.69); lower AEDC domain score sum (-1.60~-2.40); scoring lower in Numeracy (by 15.2 points), Writing (by 13.4-15.6 points) and Spelling (by 5.0 points) domains of NAPLAN; and having lower attendance rates (attending 4.0-5.6 fewer days in Year 1). Severer HI categories generally yielded greater effect sizes. Notably, across the studies, some confounding variables included in the analysis yielded substantially greater effect sizes. Conclusion / ImplicationsOM-related HI has a negative impact on early childhood development, Year 1 school attendance and academic achievement in Year 3 in Aboriginal children living in remote NT communities. To improve the developmental and educational outcomes it is important to detect HI at an early age and provide effective educational support, in addition to clinical and audiometric management.

scholarly journals Bonding social capital and health within four First Nations communities in Canada: A cross-sectional study

2021 ◽  
pp. 100962
Author(s):  
Sharon Yeung ◽  
Mark Rosenberg ◽  
Sonia S. Anand ◽  
Donna Bannach ◽  
Lisa Mayotte ◽  
...  
Keyword(s):  
Social Capital ◽  
First Nations ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Bonding Social Capital

Social Networking, Cyber Bullying, and the Role of Community Education

2013 ◽  
pp. 117-133 ◽  
Author(s):  
Michelle Sofo ◽  
Francesco Sofo
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Case Studies ◽  
Education Program ◽  
Social Networking Sites ◽  
Community Education ◽  
Cyber Bullying ◽  
Australian Government ◽  
The Social

This chapter explores the link between social capital, the bullying that can occur via social networking sites, and community education. It becomes evident that social networking sites are influential sources of informal learning despite the published literature being somewhat divided on the sociological, psychological, and emotional benefits of social networking. Through the presentation of Australian statistics and case studies, the chapter demonstrates how social capital can be eroded through the misuse of social networking sites particularly in the form of cyber bullying. The Australian government has responded to the social impacts of cyber bullying by funding an extensive community education program. Through examining this program, it is possible to see how important it is to have effective and accessible community education regarding safe and responsible social networking.

People, Get Ready

2019 ◽  
pp. 172-196
Author(s):  
Lauren Parish
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Social Capital ◽  
African American ◽  
Educational Achievement ◽  
Educational Opportunities ◽  
African American Student ◽  
American Student ◽  
College And Career ◽  
It Education

Education proves to be a positive and an impactful benefit to those who choose to pursue it. Education is associated with professional stability, economic growth, and social capital. More than ever, there is a strong emphasis on educational achievement and the acquirement of a postsecondary credential. However, achievement gaps persist in the African-American student population. These students need to be adequately prepared to successfully complete a rigorous collegiate program. There are magnitudes of programs designed to assist underrepresented student populations prepare for their college careers. More than ever, considerations regarding postsecondary educational opportunities need to be thoroughly explored. The pursuit of higher education can be daunting, especially for first generational college students. It is imperative that students and families become cognizant of preparatory possibilities that are designed to empower and educate them about the myriad college and career choices.

ICT and Developing Social Capital

2005 ◽  
pp. 337-341
Author(s):  
Kate Sutcliffe
Keyword(s):  
Social Capital ◽  
Small Towns ◽  
Aboriginal Communities

The Gulf Savannah region (Invest Australia and Gulf Savannah Development, 2003) of north Queensland covers 186,000 square kilometers, an area 80% the size of Victoria. The population of 8,000 live in small towns or Aboriginal communities dispersed across the re

Virtual Communities and Social Capital Theory

2011 ◽  
pp. 493-496 ◽  
Author(s):  
Catherine M. Ridings
Keyword(s):  
Social Capital ◽  
Online Communities ◽  
Virtual Communities ◽  
Virtual Community ◽  
Geographic Area ◽  
Social Capital Theory ◽  
Community Context ◽  
Capital Theory ◽  
Physically Based ◽  
Civic Group

Imagine a neighborhood where young children can play freely in the streets and various backyards without direct parental oversight, the implication being that other adults in the vicinity will watch out for the children. If a parent is late getting home before the school bus, the children know which neighbors’ house to go to and will be well cared for until the parent arrives home. The residents are very willing to help each other, perhaps by moving a sofa down to a basement or lending a ladder for a project. In such a neighborhood, the first place one turns to for recommendations for plumbers, dry cleaners, and preschools, or perhaps to borrow a tool, is each other. Perhaps one person has secured a job for a neighbor’s daughter, and another family has “paved the way” for their neighbor’s entry into a country club. If a person has a need for emotional support to deal with a personal crisis, she turns to a neighbor. Such a neighborhood can be said to have social capital—that resource that comes from relations between people that makes lives more productive and easier. Social capital is not only created from groups of people living in very close proximity, such as in a neighborhood. It might be created between people belonging to the same church or civic group, or perhaps between people who met at a hospital support group for a particular affliction, or people who are alumni of a particular university. These groups of people can be said to constitute communities, or gatherings of people who have common interests or ties. In the past, these communities tended also to be focused in a local geographic area. This article will examine social capital in the context on online communities. Online communities, like physically based communities such as church groups or neighborhoods, can also be said to produce social capital for their members. These virtual communities can create and foster social capital—and indeed, it may be social capital that draws and retains their members. The background of social capital theory will be examined and then applied in the virtual community context.

School Performance of Children of Cross-Border Marriages: Effects of Within-Family Social Capital and Community Contextual Factors

2020 ◽  
Vol 25 (4) ◽  
pp. 661-681
Author(s):  
Chun-Hao Li
Keyword(s):  
Social Capital ◽  
Academic Performance ◽  
School Performance ◽  
Positive Association ◽  
Community Context ◽  
Performance Gap ◽  
Cross Border ◽  
Family Social Capital ◽  
Central Taiwan ◽  
Asian Mothers

Similar to some other countries in East Asia, Taiwan has been experiencing a dramatic increase in children born to cross-border mothers. This phenomenon has drawn national attention to the school performance gap between children of Taiwanese and immigrant mothers. The present study focuses on the factors associated with these academic performance differences, in particular differential access to social capital or resources, and the community context. Drawing on data from a stratified sample of 940 elementary students in a county in central Taiwan, the researcher first illustrates the educational disadvantage of children born to Southeast Asian mothers. Second, the shortage of within-family social capital is shown to contribute to the performance gap between schoolchildren within different maternal ethnic backgrounds. Third, students’ preschool experience, educational attitudes, and behaviors all have positive association with their academic performance. In addition, the effects of within-family social capital and of maternal ethnic background can be moderated by community characteristics that show a broad picture of human capital, and socioeconomic status and heterogeneity of residents within school districts.

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