Stanton-Salazar, Ricardo, & Dornbush, Sanford
Social Capital and the Reproduction of Inequality: Information Networks Among Mexican-Origin High School Students
University of Southern California; Stanford University
Educational goals and the expectations of Mexican-origin high school students, and their academic performance, and their reported social ties.
Journal Name or Institutional Affiliation:
Sociology of Education
Vol. 68, No. 2, pp. 116-135
- Although SES had an initial influence, its effect was either reduced or eliminated with the introduction of English proficiency.
- Language attributes proved to be the most important variables predicting friendships with non-Mexican-origin peers.
- Bilingualism may play a prominent role in determining access to social capital.
- Some support for the notion that Mexican-origin high school students with higher grades and higher status expectations will generally have greater social capital than their counterparts with lower grades and expectations.
- Lower SES Spanish-dominant students in our sample have yet to acculturate sufficiently.
- Because of language and cultural barriers, many immigrant are denied opportunities to acquire valued institutional support- even when their consciousness and their effort may reflect and pay tribute to American ideals of hard work and material success.
- When class background and language status corresponds to tracking and course assignments, institutional arrangements may be much more responsible for observed friendship patterns than are purely associational preferences.
- Bilinguals may have special advantages in acquiring the institutional support necessary for school success and social mobility.
Journal Article Empirical Research
Bilingual, Desegregation, Friendships, Hispanics, Latinos, Social Capital, Social Mobility, Tracking
Method of Analysis:
6 San Francisco high schools
Unit of Analysis:
- 205 Mexican origin students from six high schools in San Francisco-San Jose Area who had participated in two school wide questionnaire surveys administered during the 1987-88 academic year by a related Stanford University project.
- Schools located in middle and high-income White majority areas. Students from lower-income neighborhoods walk to or are transported to them as part of district wide desegregation plans.
- Conducted semi structured interview to determine student's social support networks, etc.
- 7 social capital variables used in the study:
1.number of high-status adults named as likely or current sources of information-related support.
2. Number of nonfamily weak ties.
3.Number of school-based weak ties.
4. Average socioeconomic level of the student's information network.
5. Average socioeconomic level of student's friendship network.
6. Proportion of all friends who were not of Mexican-origin.
7. Number of people actually relied on for academically related information and guidance.
- DV: Social capital (see above)
- IV: SES, English proficiency, Spanish usage, self-reported grades, grade level, status expectations