SCHOOL CONNECTIONS: U.S. Mexican Youth, Peers and School Achievement

2004

90 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/281342ffb7c08ab050d5433620408103909116c0

Citations in the corpus

• Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital (2008, background): “…networks and relations of trust (Schneider, 2000), Bourdieu (1986) took pains to illuminate the reproduction of power and privilege that accompanies the inequitable distribution and utility of social capital across social classes (Baron, Field, & Schuller, 2000; Lin, 2001; Stanton-Salazar, 2004).”
• Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners (2012, background): “…and cultural conditions (such as differences between home and school languages) create a situation in which teachers and school counselors often wield unusually heavy influence over the educational experiences of Hispanic schoolchildren (Gibson et al., 2004; Stanton-Salazar, 2001; Trejo, 1996).”
• The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth (2009, background): “Peers were often described as providing an emotional sense of belonging and acceptance, as well as tangible help with homework assignments, language translations, and orientation to school (Gibson et al., 2004; Stanton-Salazar, 2004).”
• The Structure and Culture of Information Pathways: Rethinking Opportunity to Learn in Urban High Schools during the Ninth Grade Transition (2007, background): “Stanton-Salazar (2004) observes: If academic success in school were mainly contingent upon individual ability and effort, then there would be no need to entertain theories that focus our attention on the complexities that underlie social relations in organizational life and society.”
• Adolescent Peer Networks as a Context for Social and Emotional Support (2005, background): “Such relationships not only promise vital social and emotional support but may also pave the way to peer social capital—relationships that facilitate access to middle-class institutional resources (Stanton-Salazar, 2004).”