Examining Social Capital as a Mechanism for Improving School Engagement Among Low Income Hispanic Girls

By Pauline Garcia-Reid. 2007

152 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/613065d4eb6600b93dbeda6e6fe501efd3084fe1

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Citations in the corpus

School Belonging: A Review of the History, Current Trends, and Future Directions (2016, background): “In addition, researchers have also found positive correlations between school belonging and variables concerned with support from others, such as peer support, teacher support, and parent support (Garcia-Reid, 2007; Hallinan, 2008; Wang & Eccles, 2012).”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, unknown): “…of the positive relationship between teacher emotional support and students’ academic engagement (Brewster & Bowen, 2004; Davidson & Phelan, 1999; Garcia-Reid, 2007; Green, Rhodes, Hirsch, Suarez-Orozco, & Camic, 2008; Hughes & Kwok, 2007; Marks, 2000; Murdock, 1999; Murray, 2009; Patrick,…”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “…perceptions of how supportive their teachers are, to be positively related to students’ self-reported engagement (Košir et al., 2007; Garcia-Reid, 2007; Garcia-Reid, Reid, & Peterson, 2005), peer perceived engagement (Košir et al., 2007), expectancy, value, effort (Hardré,…”
Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. (2012, background): “These mixed results therefore underscore the need for a more rigorous examination of how school engagement trajectories may differ as a function of race or ethnicity.”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Friendships characterized by self-disclosure, pro-social behavior, and support are linked to increased involvement in school, whereas friendships characterized by conflict, rivalry, and rejection are associated with disengagement from school (Garcia-Reid, 2007; Juvonen, Wang, & Espinoza, 2011).”
School Engagement as a Mediator of Academic Performance Among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support (2010, background): “Teacher support is crucial for many urban youth who must rely on this form of “social capital” to reduce their risk of school dropout (e.g., Garcia-Reid, 2007; Murdock, 1999), as they often have less access to social support in traditional contexts, compared to their more affluent peers.”