Page 68 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 68
gle-parent families generally possess fewer material and socio-emotion-
al resources that promote student achievement and retention in school.
Some findings (Hsin, 2009) also suggest that the productivity of parents’
time with children – in terms of their ability to translate time investments
into positive achievement outcomes – largely depends on their education
level.
Rumberger (2004) argues that it is necessary to analyse ESL from an in-
stitutional (community) perspective. Within this perspective, the student’s
behaviour is seen as shaped within different social settings and contexts in
which the student lives and learns: e.g. community, school. Especially im-
portant are school-related beliefs and values that the individual absorbs in
his/her cultural and social settings. Some research studies (Anisef et al.,
2010) point out that 13% of the variation in the odds of dropping out can
be attributed to community and neighbourhood factors. Through the ear-
ly years of living within different backgrounds, children acquire different
understandings of schooling and education, and this is the important view
of their social capital that influences their engagement in schoolwork and
their academic performance. According to Bourdieu (1977), families from
different social strata pass different cultural values on to their children. In
order to sustain educational engagement, it is necessary that students per-
ceive congruence between their own values and those of the education sys-
tem. Especially at risk are students with an immigrant background (Anisef
et al., 2010) who are exposed to an even higher risk of dropping out since
the cultural differences between their culture and the host society present
them with even greater challenges to adapt and integrate into a new social
environment.
Social capital and educational outcomes
Clycq and colleagues (2014) state that it is already established that social
capital in the sense of an individual’s supportive social networks positive-
ly influences his/her educational outcomes and navigation through the ed-
ucation system. Feeling needed, supported, respected and connected are
fundamental concepts underlying psychological motivation and function-
ing (Anderman, 2002; Baumeister & Leary, 1995). Every individual has a
desire to form relationships from which they gain a sense of belonging, re-
spect, acceptance and encouragement. This is a concept of socio-emotional
support which is the core of close and positive relationships and one of the
most important views of social capital in relation to ESL.
68
al resources that promote student achievement and retention in school.
Some findings (Hsin, 2009) also suggest that the productivity of parents’
time with children – in terms of their ability to translate time investments
into positive achievement outcomes – largely depends on their education
level.
Rumberger (2004) argues that it is necessary to analyse ESL from an in-
stitutional (community) perspective. Within this perspective, the student’s
behaviour is seen as shaped within different social settings and contexts in
which the student lives and learns: e.g. community, school. Especially im-
portant are school-related beliefs and values that the individual absorbs in
his/her cultural and social settings. Some research studies (Anisef et al.,
2010) point out that 13% of the variation in the odds of dropping out can
be attributed to community and neighbourhood factors. Through the ear-
ly years of living within different backgrounds, children acquire different
understandings of schooling and education, and this is the important view
of their social capital that influences their engagement in schoolwork and
their academic performance. According to Bourdieu (1977), families from
different social strata pass different cultural values on to their children. In
order to sustain educational engagement, it is necessary that students per-
ceive congruence between their own values and those of the education sys-
tem. Especially at risk are students with an immigrant background (Anisef
et al., 2010) who are exposed to an even higher risk of dropping out since
the cultural differences between their culture and the host society present
them with even greater challenges to adapt and integrate into a new social
environment.
Social capital and educational outcomes
Clycq and colleagues (2014) state that it is already established that social
capital in the sense of an individual’s supportive social networks positive-
ly influences his/her educational outcomes and navigation through the ed-
ucation system. Feeling needed, supported, respected and connected are
fundamental concepts underlying psychological motivation and function-
ing (Anderman, 2002; Baumeister & Leary, 1995). Every individual has a
desire to form relationships from which they gain a sense of belonging, re-
spect, acceptance and encouragement. This is a concept of socio-emotional
support which is the core of close and positive relationships and one of the
most important views of social capital in relation to ESL.
68
