Manufacturing Hope and Despair: The School and Kin Support Networks of U.S.-Mexican Youth (Sociology of Education Series)

By Ricardo D. Stanton-Salazar. 2001

755 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f303c61b54a431970034f5c15d132872b547fe6b

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Citations in the corpus

Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth With Disabilities (2008, background): “This explains, in part, why members of some communities who have extensive and strong social capital in the form of networks of kin continue to struggle to gain access to resources and communities outside of their network of origin (Stanton-Salazar, 2001).”
The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist (2015, background): “Stanton-Salazar (2001) goes as far as stating that institutional agents have a “determining role in either reproducing or interfering with the reproduction of class, racial, and gendered inequality” (p. 161, emphasis in original).”
Parental Expectations and Children's Academic Performance in Sociocultural Context (2010, background): “Specifically, some evidence suggests that Latino parents of adolescents endorse a “child-directed” view that accords more of the decision-making power to the adolescent than the parent in selecting an educational path (Stanton-Salazar 2001).”
Adolescent Peer Networks as a Context for Social and Emotional Support (2005, methodology): “…distinguishes between participation and social interaction within an institutional context or grouping (e.g., the school) and embeddedness within relationships oriented toward the exchange of social support bounded by trust and social obligations (see Lin, 2001; Stanton-Salazar, 2001, p. 16).”
Gendered Perspectives in Psychology: Immigrant Origin Youth (2006, background): “In a series of elegant studies of Mexican-American adolescent social networks within schools, Stanton-Salazar (2001) found that boys’ school-based relationships were less supportive.”
The Engagement in Schooling of Economically Disadvantaged Parents and Children (2007, result): “As another example, past research has demonstrated that the academic benefits of supportive relationships with teachers and school mentors are magnified for economically disadvantaged students, including immigrant youth (Muller, 2001; Stanton-Salazar, 2001).”
Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools (2009, background): “Social capital theorists attuned to inequality emphasize that groups vary in their access to social capital or to other resources that social connections bring (Bourdieu, 1986; Stanton-Salazar, 2001).”
Potholes on the Road to College (2011, background): “As a result, firstgeneration college students are especially dependent upon their teachers, counselors, and other nonfamilial adults in making educational plans and decisions (Howard 2003; Stanton-Salazar 2001; Wimberly 2002). There is a debate in the literature, however, about what it means for hig”
Academic Resilience Among Undocumented Latino Students (2009, background): “In his study of low-income Mexican adolescents and their families, Stanton-Salazar (2001) found that immigrant parents articulated high aspirations for their children even though many did not have the opportunity to attend school in their own country and were not 156 Hispanic Journal of Behavioral…”
African American Parents’ Educational Orientations (2004, background): “Parents can also use social capital to access resources for social mobility (Danzinger & Chih Lin, 2000; Dominguez & Watkins, 2003; Furstenberg, Cook, Eccles, Elder, & Sameroff, 1999; Stanton-Salazar, 2001).”