Student Engagement, Peer Social Capital, and School Dropout among Mexican American and Non-Latino White Students

Autor/inn/en	Ream, Robert K.; Rumberger, Russell W.
Titel	Student Engagement, Peer Social Capital, and School Dropout among Mexican American and Non-Latino White Students
Quelle	In: Sociology of Education, 81 (2008) 2, S.109-139 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/003804070808100201
Schlagwörter	Extracurricular Activities; Mexican Americans; Dropouts; Friendship; Social Capital; Minority Groups; White Students; Student Participation; Peer Relationship; Peer Influence; Longitudinal Studies; Social Influences; At Risk Students; Dropout Prevention; Cultural Differences; Homework; Study Habits; Athletics; Art Activities; Family Structure; Disadvantaged Youth; Socioeconomic Status; Grades (Scholastic); Academic Aspiration + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Hispanoamerikaner; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Freundschaft; Sozialkapital; Ethnische Minderheit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sozialer Einfluss; Kultureller Unterschied; Hausaufgabe; Study behavior; Study behaviour; Studienverhalten; Leichtathletik; Künstlerische Tätigkeit; Familienkonstellation; Familiensystem; Benachteiligter Jugendlicher; Socio-economic status; Sozioökonomischer Status; Notenspiegel
Abstract	Policy makers are especially concerned about persistently high dropout rates among U.S. Latinos, the largest minority population in the United States. This study used a national longitudinal database to show that the behavioral and social aspects of schooling are dynamically linked in the process of school completion and dropout among Mexican American and non-Latino white adolescents. In contrast to the tendency of academically disengaged students to develop street-oriented friendships, students who are involved in school tend to befriend others who also make schooling a priority. Thus, student engagement influences competing friendship networks in a manner that contributes to the completion of school. Furthermore, engagement behaviors and school-oriented friendship networks have the potential to reduce dropout rates. To their social and educational detriment, however, Mexican American students appear to be less engaged in unorganized academic endeavors and formally sponsored extracurricular activities than are white students. The results of this study support policies that combine targeted educational and social reforms to bolster school completion among Mexican origin youths. (Contains 5 tables, 3 figures and 30 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10