TY - JOUR
T1 - Relational social capital and educational equity among middle-school students
T2 - a person-centered analysis
AU - Scales, Peter C.
AU - Shramko, Maura
AU - Syvertsen, Amy K.
AU - Boat, Ashley A.
N1 - Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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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U2 - 10.1080/10888691.2021.1978846
DO - 10.1080/10888691.2021.1978846
M3 - Article
AN - SCOPUS:85117758949
SN - 1088-8691
VL - 26
SP - 726
EP - 740
JO - Applied Developmental Science
JF - Applied Developmental Science
IS - 4
ER -
