The Role of Parent Social Capital and College-Aligned Action

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Published in Teachers College Record, this article focuses on a nationally representative sample of Hispanic and White 10th graders in 2002 who completed high school expecting to complete a bachelor’s degree. The author examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment. The study also asks whether engagement in college-aligned actions might mediate the association between parent social capital and college enrollment. 


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