Developing healthy social and cultural capital and effects on education
jeudi 12 novembre 2015, par
Social and cultural capital in some neighbourhoods is low and therefore the incentives for education are weak. In such an environment we have a greater share of youth at risk for ESL.
Sometimes schools and teachers are helpless in providing support to youth from disadvantaged backgrounds. Some existing programs for community help for children also seem to experience difficulties in providing the needed support (Whitfield, 2005).
Cultural capital, primarily build in a family, reproducing dominant symbols and meanings, and usually accumulating in culturally richer environments (Bourdieu, 1993/1999), is difficult (but not impossible) to be influenced from the outside (school, teachers, community), since its core lies in the youths’ families. Social capital, on the other hand, in its broader sense, meaning useful aspects of social networks, is found to have even stronger impact on one’s employment possibilities than education itself (Erickson, 2001), is the area which could be influenced in order to help youth build their environment.
In terms of understanding the relationship between social and cultural capital and persisting in education mutual relationship can be observed since persistence in education presumes bigger social and cultural capital (cf. Schuller et al., 2004). Therefore a vicious circle exists which is difficult to brake. Therefore efforts should be made to keep youth in education as long as possible in order to build their capital on one hand, and capital should be built in order to keep youth in education as long as possible.
Stimulation of social and cultural capital through community learning (such as local actions and intergenerational learning) and support on long term could show positive effects in preventing ESL.
Forthcoming
Alexander, K. L., Entwisle, D. R., & Kabbani, N. S. (2001). The dropout process in life course perspective : Early risk factors at home and school.
Teachers College Record, 103(5), 760–822.
Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795–809.
Anisef, P., Brown, R. S., Phythian, K., Sweet, R., & Walters, D. (2010). Early school leaving among immigrants in Toronto secondary schools. Canadian Review of Sociology, 47, 103–128.
Archambault, I., Janosz, M., Morizot, J., & Pagani L. (2009). Adolescent behavioral, affective, and cognitive engagement in school : Relationship to dropout. Journal of School Health, 79(9), 408–415.
Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout : A test of five theories. Journal of Educational Psychology, 92(3), 568–582.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong : Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529.
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 487–510). New York : Oxford University Press.
Bourdieu P. (1986). The forms of capital. New York : Greenwood.
Cederberg, M., & Hartsmar, N. (2013). Some aspects of early school leaving in Sweden, Denmark, Norway, and Finland. European Journal of Education, 48, 378–389.
Clycq N., Nouwen W., & Timmerman Ch. (2014). Theoretical and methodological framework on early school leaving. Antwerp : CeMIS.
Coface. (2010). Early school leavers and the role of parents. Brussels : Coface.
Coleman, J. S. (1988). Social capital in the creation of human capital. The American Journal of Sociology, 94, 95–120.
Downes, P. (2011). The neglected shadow : European perspectives on emotional supports for early school leaving prevention. The International Journal of Emotional Education, 3, 3–36.
Ellias, M. J., & Haynes, N. M. (2008). Social competence, social support, and academic achievement in minority, low income, urban, elementary school children. School Psychology Quarterly, 23(4), 474–495.
Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Clark Salinas, K., Rodrigey Jansorn, N., Van Voorhis, F. L., Martin, C. S., Thomas, B. G., Greenfeld, M. D., Hutchins, D. J., & Williams, K. J. (2009). School, family and community partnership. London : Corwin Press.
European Commission. (2015). A whole school approach to tackling early school leaving : Policy messages. Brussels : Directorate-General for Education and Culture.
Frostad, P., Pijl, S., & Mjaavatn P. (2014). Losing all interest in school : Social participation as a predictor of the intention to leave upper secondary school early. Scandinavian Journal of Education Research (online) : http://dx.doi.org/10.1080/00313831.2014.904420.
Giddens, A. (2011). The third way : The renewal of social democracy. Polity Press.
Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school : Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19, 405–427.
Groninger, R., & Lee, R. (2001). Social capital and dropping out of school : Benefits to at risk students of teachers’ support and guidance. Teachers College Record, 103(4), 548–581.
Hendrick, I. G., MacMillan, D. L., & Balow, I. P. (1989). Early school leaving in America : A review of the literature – A report presented to members of the California Educational Research Institute. Riverside : University of California.
Hsin, A. (2009). Parent’s time with children : Does time matter for children’s cognitive achievement ? Social Indicators Research, 93, 123–126.
Janosz, M., LeBlanc, M., Boulerice, B., & Tremblay, R. E. (1997). Disentangling the weight of school dropout predictors : A test on two longitudinal samples. Journal of Youth and Adolescence, 26(6), 733–762.
Janosz, M., Le Blanc, M., Boulerice, B., & Tremblay, R. E. (2000). Predicting different types of school dropouts : A typological approach with two longitudinal samples. Journal of Educational Psychology, 92(1), 171–190.
Kamerman, S. B. (2000). Parental leave policies : An essential ingredient in early childhood education and care policies. Society for Research in Child Development.
Lamb, S., Walstab, A., Teese, R., Vichers, M., & Rumberger, R. (2004). Staying on at school : Improving student retention in Australia. Melbourne : CPELL.
Lee, T., & Breen, L. (2007). Young people’s perceptions and experiences of leaving high school early : An exploration. Journal of Community and Applied Social Psychology, 17, 329–346.
Madarasova Geckova, A., Tavel, P., & Van Dijk, J. P. (2010). Factors associated with educational aspiration among adolescents : Cues to counteract socioeconomic differences ? B. M. C. Public Health, 10, 154–165.
Markussen, E., Froseth, M. W., & Sandberg, N. (2011). Reaching for the unreachable : Identifying factors predicting early school leaving and non-completion in Norwegian upper secondary education. Scandinavian Journal of Educational Research, 55, 225–253.
Matković, T. (2009). Obrazovanje roditelja, materijalni status i rano napuštanje školovanja u Hrvatskoj : trendovi u proteklom desetlječu. Društvo istraživanja Zagreb, 4-5, 643–667.
Newman, B. M., Lohman, B. J., Newman, P. R., Mayers, M. C., & Smith, V. L. (2000). Experiences of urban youth navigating the transition of ninth grade. Youth and Society, 31, 387–416.
Newman, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newman (Ed.), Student engagement and achievement in American secondary schools (pp. 11–30). New York-London : Teachers College Press.
OECD. (2010). PISA 2009 results : Overcoming social background – Equity in learning opportunities and outcomes (Volume II). Paris : OECD Publishing.
OECD. (2013). PISA 2012 results. Excellence through equity : Giving every student the chance to succeed (Volume II). Paris : OECD Publishing.
Owens, T. J., Shippe, N. D., & Hensel, D. J. (2008). Emotional distress, drinking, and academic achievement across the adolescent life course. Journal of Youth and Adolescence, 37, 1242–1256.
Panzaru, C., & Tomita, M. (2013). Parent involvement and early school leaving. Revista de cercetare si interventie sociala, 40, 21–36.
Roderick, M. (1993). The path to dropping out : evidence for intervention. Westport, CT : Auburn House.
Rose, R. A., Wooley M. E., & Bowen, G. L. (2013). Social capital as a portfolio of resources across multiple microsystems : Implications for middle-school students. Family Relations, 62, 545–558.
Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes : The centrality of the teacher. Child and Adolescent Social Work Journal, 3(17), 205–226.
Rumberger, R. W. (2004). Why students drop out of school. In G. Orfield (Ed.), Dropouts in America : Confronting the graduation rate crisis (pp. 131–155). Cambridge, MA : Harvard Education Press.
Rumberger, R. W., & Lamb, S. (2003). The early employment and further education experiences of high school dropouts : A comparative study of the United States and Australia. Economics of Education Review, 22(4), 353–366.
Sanders, M. G. (2009). Community involvement in school improvement : The little extra that makes a big difference. In J. L. Epstein et al., School, family and community partnership (pp. 31–40). London : Corwin Press.
Schargel, F. P., & Smink, J. (2004). Helping students graduate : A strategic approach to dropout prevention. Larchmont, NY : Eye on Education.
Smith, J., & Hattam, R. (2002). Early school leaving and the cultural geography of high schools. British Educational Research Journal, 28, 375–397.
Teachman, J. D., Paasch, K., & Carver, K. (1996). Social capital and dropping out of school early. Journal of Marriage and the Family, 58, 773–783.
Traag, T., & Van der Velden, R. (2008). Early school-leaving in the Netherlands : The role of student, family, and school factors for early school-leaving in lower secondary education. Maastricht : Research Centre for Education and the Labour Market.
Tukundane, C., Zeelen, J., Minnaert, A., & Kanyandago, P. (2014). I felt very bad, I had self-rejection : Narratives of exclusion and marginalization among early school leavers in Uganda. Journal of Youth Studies, 17, 475–419.
Wehlage, G. G., & Rutter, R. A. (1986). Dropping out : How much do schools contribute to the problem ? Teachers College Record, 87(3), 374–392.
Weinstein, R. S. (2002). Reaching higher : The power of expectations in schooling. Cambridge, MA : Harvard University Press.
Wrona, A., Malkowska-Szkutnik, A., & Tomaszewska-Pekala, H. (2014). Perceived support from parents, teachers, and peers as a factor of early leaving from upper secondary schools in Poland – Faculty of Education, Project : Reducing Early School Leaving in Europe. Poland : University of Warsaw.