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Parents social and resource capital: Predictors of academic achievement during early childhood

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  • Schlee, Bethanne M.
  • Mullis, Ann K.
  • Shriner, Michael

Abstract

Although research in the area of academic achievement has expanded over the past several years, questions about the individual and social factors, especially in early childhood, remain unanswered. The purpose of this study is to examine to what extent parents and teacher/school's social capital and resource capital predict academic achievement in early childhood. It is also the purpose of this study to examine the usefulness of social capital theory in claming and understanding of academic achievement in early childhood. This study utilized the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Children and their parents who participated in the study in the Spring of 1999 (baseline) and the Spring of 2002 (third grade) was the focus of this research. Results from this study found that parent's resource capital is a better predicator of children's academic achievement than parents' social capital. This study also discusses the findings in relation to implications for future research and policy work.

Suggested Citation

  • Schlee, Bethanne M. & Mullis, Ann K. & Shriner, Michael, 2009. "Parents social and resource capital: Predictors of academic achievement during early childhood," Children and Youth Services Review, Elsevier, vol. 31(2), pages 227-234, February.
    • Handle: RePEc:eee:cysrev:v:31:y:2009:i:2:p:227-234
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    2. Green, Richard K. & White, Michelle J., 1997. "Measuring the Benefits of Homeowning: Effects on Children," Journal of Urban Economics, Elsevier, vol. 41(3), pages 441-461, May.
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    1. Reza Pishghadam & Mohsen Noghani & Reza Zabihi, 2011. "An Application of a Questionnaire of Social and Cultural Capital to English Language Learning," English Language Teaching, Canadian Center of Science and Education, vol. 4(3), pages 151-151, September.
    2. Kaushal, Neeraj & Nepomnyaschy, Lenna, 2009. "Wealth, race/ethnicity, and children's educational outcomes," Children and Youth Services Review, Elsevier, vol. 31(9), pages 963-971, September.
    3. Nguyen, Thanh Minh & Xiao, Xingxue & Xiong, Shulin & Guo, Cheng & Cheng, Gang, 2020. "Effects of parental educational involvement on classroom peer status among Chinese primary school students: A moderated mediation model of psychological Suzhi and family socioeconomic status," Children and Youth Services Review, Elsevier, vol. 111(C).
    4. Janet T. Y. Leung & Daniel T. L. Shek & Cecilia M. S. Ma, 2016. "Measuring Perceived Parental Sacrifice Among Adolescents in Hong Kong: Confirmatory Factor Analyses of the Chinese Parental Sacrifice Scale," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 9(1), pages 173-192, March.
    5. Dominic F. Gullo & Alia A. Ammar, 2021. "Third Grade Achievement Predictors in Urban Poverty Settings: End of Kindergarten Behavioral and Performance Indicators," Journal of Social Science Studies, Macrothink Institute, vol. 8(1), pages 65-88, June.
    6. Vicky Tam & Raymond Chan, 2010. "Hong Kong Parents’ Perceptions and Experiences of Involvement in Homework: A Family Capital and Resource Management Perspective," Journal of Family and Economic Issues, Springer, vol. 31(3), pages 361-370, September.
    7. Reza Pishghadam & Mohsen Noghani & Reza Zabihi, 2011. "The Construct Validation of a Questionnaire of Social and Cultural Capital," English Language Teaching, Canadian Center of Science and Education, vol. 4(4), pages 195-195, December.
    8. Yulia A. Seliverstova, 2021. "Early Childhood Education In Russia: The Interrelation Of Income Level And Parental Investment," HSE Working papers WP BRP 61/EDU/2021, National Research University Higher School of Economics.

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