Capital at Home and at School: Effects on Child Social Adjustment

By T. L. Parcel, Mikaela J. Dufur. 2001

203 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f68af68f20a9f52f1e9b5ca8afbd84f5055aa917

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. T. Power
2. Mikaela J. Dufur
3. Rena C. Zito
4. T. L. Parcel

In Sociology and Political Science

1. T. Power
2. T. L. Parcel
3. Rena C. Zito
4. Mikaela J. Dufur

Citations in the corpus

• Capital at Home and at School: A Review and Synthesis (2010, background): “Similar to Parcel and Dufur (2001a), Crosnoe (2004) argued for the importance of studying both families and schools as relevant contexts for affecting adolescent academic performance, as well as the interaction of characteristics across these contexts.”
• Stress and Coping in Childhood: The Parents' Role (2004, background): “…children from families with such high levels of social, educational, and financial capital usually show the highest levels of academic success and psychological and behavioral adjustment (e.g., Dorsey & Forehand, 2003; Parcel & Dufur, 2001; but possibly not in all areas—see Luthar & Becker, 2002).”
• Does capital at home matter more than capital at school? Social capital effects on academic achievement (2013, unknown): “These controls are for child sex and race (Parcel & Dufur, 2001a); family size (Downey, 1995; Parcel & Dufur, 2001a); family socioeconomic status (Duncan & Brooks-Gunn, 1997); and maternal marital status (Kim, 2011; McLanahan & Sandefur, 1994).”