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

By Robert Ream, R. Rumberger. 2008

363 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/31a8a0bde41ea1622c1e14d83945b694487010da

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In Education

Citations in the corpus

The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “…few review studies have incorporated unfavourable student outcomes in their search terms, such as early school dropout, despite the fact that several studies emphasise the importance of engagement to prevent students from dropping out of school (Hascher and Hagenauer 2010; Ream and Rumberger 2008).”
Critical Consciousness and Vocational Development Among Latina/o High School Youth (2016, background): “These key types of engagement reduce the likelihood of dropping out of high school (Davalos, Chavez, & Guardiola, 1999; Ream & Rumberger, 2008), and as such may be more promising correlates of critical consciousness than our items assessing the past and present thoughts about dropping out.”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “…(Troutman & Dufur, 2007); enhanced connection to peer groups that may support students’ identities, interests, and goals (Fredericks & Eccles, 2005; Ream & Rumberger, 2008); and opportunities to develop and practice competencies related to collaboration, time management, and…”
Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of graduates of Taiwanese business schools (2014, methodology): “In another study, Ream and Rumberger (2008) analysed a cohort of Mexican American and non-Latino White eighth graders using the National Education Longitudinal Panel Study conducted in 1988 (NELS, 88).”
Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students (2009, background): “2002), peer social networks (Ream and Rumberger 2008) and the allocation of resources (Oakes 2003; Tseng and Seidman 2007), among other features, affect social settings and how youth and adults interact within them.”