Child and Family Teams Building Social Capital for At-Risk Students: A Research Note

We argue that sociologists interested in social capital theory and social work scholars interested in child and family teams (CFTs) can productively collaborate in studying at-risk youth. Social capital theory suggests dimensions of CFTs that delineate both family meeting intervention and implementation of the resulting plan. These dimensions reflect both bonding and bridging social capital that strengthen and widen supportive networks for students and their families. We develop a model to apply to both academic and social outcomes, specifically to student grades, students\u27 home environments, and overall family functioning. We argue that our framework may be one of substantial generality, and thus useful in studying multiple outcomes for at-risk youth

Who Selects an Online Class Over the Same Course Face-to-Face? And Who Learns More? Results from a Mixed-Methods, Quasi-Experimental Study of Teaching the Sociology of Work and Family

We analyze the student learning and background characteristics of multiple sections of an upper-division undergraduate work and family sociology course, two taught face-to-face and four offered completely online. The learning environments across the two delivery modes were strictly controlled, with the same instructor in all six sections, the same assignments, and the same grading standards. Our qualitative data suggest that students select either online or face-to-face sections to match their perceived learning styles, and to accommodate their academic schedules, as well as work and family obligations. Our quantitative results suggest that most learning outcomes do not differ by delivery mode. We do see differences in levels of class participation favoring online students; students with higher GPAs participate more, while those with higher levels of activity hours and who are taking more online credits participate less. Online students face a trade-off between working more hours and participating in online classes. Our results need replication to determine whether these findings obtain in other upper-division sociology classes

Ascription and labor markets : race and sex differences in earnings

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Confirmatory factor analysis of family social capital and school environments.

Note: numbers above the arrows are loadings for NELS; numbers below the arrows are loading for ELS. All loadings are statistically distinct from zero at thp<0.00 I level.</p

Model of college enrollment and completion with indirect and direct effects for all variables.

Note: Control variable boxes in the figure are simplified for presentation. Measures represented by the "Individual-level demographics" block include: sex, race/ethnicity, and region. Measures included in "Family demographics" are: composite SES score (maternal and paternal education, maternal and paternal occupation, household income, household items index), family size, and family structure (parental marital status). Measures represented by "High school grades" include: cumulative student GPA. Measures represented by "School behaviors" include: skipping class, getting in trouble at school, in-school suspension, and out-of-school suspension. And finally, measures included in the "School-level demographics" block include whether school is public or private, percentage of students who are language minorities, and percentage of students who receive free or reduced-price lunch.</p

Structural equation modeling strategies for dichotomous college enrollment and completion outcomes.

Structural equation modeling strategies for dichotomous college enrollment and completion outcomes.</p

Estimated linear probability model coefficients for college enrollment and log-odds for college completion, NELS, 1990–98, and ELS, 2002–12.

Estimated linear probability model coefficients for college enrollment and log-odds for college completion, NELS, 1990–98, and ELS, 2002–12.</p

Direct, indirect, and total effects of family social capital on college completion, NELS, 1990–98, and ELS, 2002–12.

Direct, indirect, and total effects of family social capital on college completion, NELS, 1990–98, and ELS, 2002–12.</p