Social Capital and Dropping Out of High School: Benefits to At-Risk Students of Teachers' Support and Guidance

By Robert G. Croninger, V. Lee. 2001

838 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5acc036007d9196cf904042a0b13d9b032fc426a

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Citations in the corpus

Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes (2017, background): “…tremendous challenges that are different from those faced by elementary schools and secondary schools in other contexts, such as high dropout rates (Croninger & Lee, 2001; Fine, 1986), low college readiness (Roderick, Nagaoka, & Coca, 2009), and problematic school climates (Reid, Peterson, Hughey,…”
Truancy in late elementary and early secondary education: The influence of social bonds and self-control— the TRAILS study (2010, background): “Parents and teachers can be assumed to disapprove of truancy at elementary school age (Croninger & Lee, 2001; Crosnoe, Kirkpatrick Johnson, & Elder, 2004; Jenkins, 1995; Lee & Burkam, 2003; McNeal, 1999).”
Parents social and resource capital: Predictors of academic achievement during early childhood (2009, methodology): “Published by Elsevier Ltd. doi:10.1016/j.childyouth.2008.07.014 Contents lists available at ScienceDirect Children and Youth Services Review j ourna l homepage: www.e lsev ie r.com/ locate /ch i ldyouth (Croninger & Lee, 2001).”
Examining Social Capital as a Mechanism for Improving School Engagement Among Low Income Hispanic Girls (2007, background): “…social relationships provided, for example, by family members, teachers, and peers, can create compelling incentives to attend school and become engaged in the learning process even when the school environment is substandard (Croninger & Lee, 2001; Lecompte & Dworkin, 1991; Wehlage et al., 1989).”
Protective Family Factors in the Context of Neighborhood: Promoting Positive School Outcomes (2006, background): “In terms of school academic performance, teacher support revealed the largest coefficient, which is consistent with previous research (e.g., Croninger & Lee, 2001; Johns, 2001).”
Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups (2005, background): “Although social capital is an intuitively appealing theory (Croninger & Lee, 2001), its effect on minority students’ achievement seems limited.”
More Than One Gap: Dropout Rate Gaps Between and Among Black, Hispanic, and White Students (2007, methodology): “Croninger and Lee (2001) examined the relationship between social capital and dropping out using the NELS: 88 database and discovered that teachers are an important source of social capital, which can reduce the probability of dropping out by as much as half. Students with past academic difficulties”
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital (2008, positive): “Coleman’s influential functionalist interpretations have been most commonly used to study the beneficial impact of social capital on school-related outcomes (Bryk & Schneider, 2002; Croninger & Lee, 2001; Putnam, 2000).”
Personality Characteristics and Teacher Beliefs among Pre-Service Teachers. (2008, background): “This is notable given existing work linking teachers’ negative perceptions of children and long-term detrimental outcomes (Croninger & Lee, 2001).”