NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1111139
Record Type: Journal
Publication Date: 2016-Aug
Pages: 34
Abstractor: As Provided
ISSN: ISSN-0002-8312
Variation across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment
Ryan, Sarah; Ream, Robert K.
American Educational Research Journal, v53 n4 p953-986 Aug 2016
Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor's degree attainment among Hispanic individuals in the United States. Drawing on nationally representative longitudinal data and social capital theory, this research investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hispanic youth use resources embedded in their social networks to promote their children's engagement in college-aligned actions and whether this process varies according to student immigrant generation status. Results suggest that regardless of immigrant generation, Hispanic students who take instrumental steps during high school that are aligned with admission to college have a greater probability of initially enrolling in a four-year institution. Importantly, however, the influence of different forms of parent social capital during the process of four-year college enrollment varies markedly according to student immigrant generation.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Center for Education Statistics (ED); National Science Foundation (NSF); National Postsecondary Education Cooperative (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B100012; DG1125