Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Youth & Society
This Article
Right arrow Free Full Text (Free PDF) Free
Right arrow All Versions of this Article:
0044118X07303263v1
39/2/164    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Garcia-Reid, P.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?

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

Pauline Garcia-Reid

Montclair State University

Hispanic females are a rapidly growing population and are now considered the largest group of ethnic minority girls in the United States. Yet research to guide their educational needs remains sparse. Addressing this concern, this investigation incorporated a strengths-based approach for examining school engagement among Hispanic middle school girls. A path model predicting school engagement was tested that included a neighborhood environment variable (e.g., neighborhood dangerousness) and variables to assess social capital (e.g., teacher support, friend support, and parent support). The hypothesized model was found to fit data from the sample and showed the positive and direct effects of teacher support, friend support, and parent support on school engagement, and further demonstrated that the perceived absence of neighborhood dangerousness was positively and directly associated with engagement in school. Implications for school-based interventions for Latina youth are discussed.

Key Words: Hispanic girls • poverty • social capital • school engagement

This version was published on December 1, 2007

Youth & Society, Vol. 39, No. 2, 164-181 (2007)
DOI: 10.1177/0044118X07303263
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 The Journal of Early AdolescenceHome page
M. E. Woolley, K. L. Kol, and G. L. Bowen
The Social Context of School Success for Latino Middle School Students: Direct and Indirect Influences of Teachers, Family, and Friends
The Journal of Early Adolescence, February 1, 2009; 29(1): 43 - 70.
[Abstract] [PDF]