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Social Capital and Latino Students

Diana Pinduisaca

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Why should we learn this?

(U.S. Census Bureau, 2011)

Why should we learn this?

  43% increase in the Hispanic population between 2000 to 2010 (U.S. Census Bureau, 2011).

  Accompanied with the increase of low-average Latino educational achievement and attainment patterns (Ream, 2005).

  Divergence in educational achievement between racial/ethnic groups of students.

  Differences in the total undergraduate enrollment in degree-granting postsecondary institutions (NCES, 2011).

Social Capital: What is it?

•  Theory derives from Bourdieu’s theory of social reproduction:

• A social or network of relationships can represent forms of capital that can be converted into socially valued resources and opportunities (Bourdieu, 1986).

• Importance of ties to institutional agents to social capital (Stanton-Salazar, 1997).

What are Institutional Agents?

•  An individual who acts to directly transmit, or negotiate the transmission, of highly valued resources.

•  Adolescents are in great need of guidance and help to find beneficial opportunities (Gonzales, 2010).

Research Questions

1.  What types of institutional agents are present in a Latino student’s education?

2.  What role do institutional agents take in a Latino student’s education?

3.  If present, how did institutional agents become part of a Latino student’s education?

Methodology

  Qualitative Approach

  Focus group (25 minutes)

  Sample Size: 5 participants (4 males, 1 female)   Public high school students from a small city in the

Midwest.

  Pseudonyms were given to all participants.

Findings

  Currently in the working process…

  Common Feedback:

  In a perfect world, what would you consider to be a perfect school to be?

  Sarah: “Good teachers. Teachers that are dedicated like…that they don’t like… that they won’t give up on you. They will be persistent.”

  Alex: “Teachers that won’t let you down...no matter what happens to your grades. They will be there always, to support you, and tell you that you will graduate.”

Limitations

  Small sample size

  Location

  Time

Further Research

  Which institutional agents have the greatest impact in a Latino student’s education?

  Participants from other ethnic backgrounds, other than Mexican.

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Thank you.

Bibliography

  Bourdieu, P. (1986). The forms of capital. In J.G. Richardson (Ed.), Handbook of theory and research for the sociology of education. New York: Greenwood Press.

  Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95-S120.

  "National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education." National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education. Web. 01 Mar. 2012. http://nces.ed.gov/.

  Ream, R. K. (2005). Toward Understanding How Social Capital Mediates the Impact of Mobility on Mexican American Achievement. Social Forces, 84(1), 201-224.

  Stanton-Salazar, R. D. (1997). A social capital framework for understanding the socialization of racial minority children and youths. Harvard Educational Review, 671-40.

  "US Census Bureau." Census Bureau Homepage. Web. 01 Mar. 2012. <http://www.census.gov/>.

  Gonzales, R. G. (2010). On the Wrong Side of the Tracks: Understanding the Effects of School Structure and Social Capital in the Educational Pursuits of Undocumented Immigrant Students. Peabody Journal Of Education (0161956X), 85(4), 469-485.