Relational Social Capital and Educational Equity among Middle-School Students: A Person-Centered Analysis

Autor/inn/en	Scales, Peter C.; Shramko, Maura; Syvertsen, Amy K.; Boat, Ashley A.
Titel	Relational Social Capital and Educational Equity among Middle-School Students: A Person-Centered Analysis
Quelle	In: Applied Developmental Science, 26 (2022) 4, S.726-740 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scales, Peter C.) ORCID (Shramko, Maura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2021.1978846
Schlagwörter	Middle School Students; Teacher Student Relationship; Social Capital; Student Motivation; Grade Point Average; Low Income Students; Socioeconomic Influences; Correlation; Teacher Influence; Cultural Awareness; Middle School Teachers + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialkapital; Schulische Motivation; Sozioökonomischer Faktor; Korrelation; Cultural identity; Kulturelle Identität; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Students' relationships with their teachers are a form of social capital (i.e., relational social capital; RSC). Latent transition analysis (LTA) was used to investigate longitudinal patterns of RSC in a sample of 786 grades 6 (35%), 7 (35%), and 8 (30%) students (48% female, 37% Hispanic, 22% white, 68% low income), and their links to academic motivation and GPA. Three classes of students were identified: Those with greater likelihood of reporting all RSC indicators (16%), those with greater likelihood only of being academically challenged (21%), and those with lower likelihood of reporting RSC (63%). Low-income students had lower odds of being in the high challenge class and greater odds of worsening relationships with teachers. Low RSC students had lower academic motivation and GPA. Results show the connections between RSC inequities and inequities in educational outcomes. To advance educational equity, intentional efforts are needed to build strong student-teacher relationships. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01