Relational social capital and educational equity among middle-school students: a person-centered analysis

IF 1.7 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science Pub Date : 2021-10-16 DOI:10.1080/10888691.2021.1978846

P. Scales, M. Shramko, Amy K. Syvertsen, Ashley A. Boat

引用次数: 3

Abstract

Abstract Students’ relationships with their teachers are a form of social capital (i.e., relational social capital; RSC). Latent transition analysis (LTA) was used to investigate longitudinal patterns of RSC in a sample of 786 grades 6 (35%), 7 (35%), and 8 (30%) students (48% female, 37% Hispanic, 22% white, 68% low income), and their links to academic motivation and GPA. Three classes of students were identified: Those with greater likelihood of reporting all RSC indicators (16%), those with greater likelihood only of being academically challenged (21%), and those with lower likelihood of reporting RSC (63%). Low-income students had lower odds of being in the high challenge class and greater odds of worsening relationships with teachers. Low RSC students had lower academic motivation and GPA. Results show the connections between RSC inequities and inequities in educational outcomes. To advance educational equity, intentional efforts are needed to build strong student-teacher relationships.

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关系社会资本与中学生教育公平——以人为中心的分析

摘要学生与教师的关系是一种社会资本（即关系型社会资本；RSC）。潜在迁移分析（LTA）用于调查786名6年级（35%）、7年级（35%和8年级（30%）学生（48%为女性，37%为西班牙裔，22%为白人，68%为低收入）的RSC纵向模式，以及他们与学术动机和GPA的联系。确定了三类学生：报告所有RSC指标的可能性更大的学生（16%），仅在学业上受到挑战的可能性更高的学生（21%），以及报告RSC的可能性更低的学生（63%）。低收入学生进入高挑战班的几率较低，与老师关系恶化的几率较大。低RSC学生的学习动机和平均成绩较低。研究结果显示了RSC不平等和教育成果不平等之间的联系。为了促进教育公平，需要有意识地努力建立牢固的师生关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Developmental Science PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

12.00

自引率

2.60%

发文量

期刊介绍： The focus of this multidisciplinary journal is the synthesis of research and application to promote positive development across the life span and across the globe. The journal publishes research that generates descriptive and explanatory knowledge about dynamic and reciprocal person-environment interactions essential to informed public dialogue, social policy, and preventive and development optimizing interventions. This includes research relevant to the development of individuals and social systems across the life span -- including the wide range of familial, biological, societal, cultural, physical, ecological, political and historical settings of human development.