Social capital and rural adolescents' educational achievement and aspirations

Omolola Abiola Adedokun, Purdue University

Abstract

Using data from a nationally representative panel study of adolescent boys and girls in 10th through 12th grade, this study explored the direct and indirect effects of the structural and interactive elements of family and community social capital on rural adolescents' educational achievement and aspirations. Specifically, the study examined: (1) the influences of family-based and community-based social interactive processes on rural adolescents' educational achievement and educational aspirations, (2) the mediating effects of delinquency and self-esteem in the effects of social interactive processes on rural adolescents' educational achievement, and, (3) gender differences in the influences described above. The results of the study make a compelling case that families and communities are conduits for facilitating the educational outcomes of rural youth. First, the study reaffirms the important role of parents as vital influences on their adolescent's academic progress and success. Second, the findings provide some information on gender differences in the effects of family social interactive processes on rural adolescents' educational outcomes. Third, the study emphasizes adolescents as active agents whose social interactions and integration into the community has significant impacts on their educational outcomes. Finally, the study underscores self-esteem and delinquency as mechanisms through which family social capital affects rural adolescents' educational outcomes, and, delinquency as a mechanism through which community social capital influences rural adolescents' educational outcomes.

Degree

Ph.D.

Advisors

Balschweid, Purdue University.

Subject Area

Educational sociology

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