DOI (Digital Object Identifier)
Leadership and Higher Education
Doctor of Education (Ed.D)
Ross E. Mitchell, Ph.D.
James R. Valadez, Ph.D.
Jose W. Lalas, Ph.D.
social sciences; education; Hispanic students; immigrant education; immigrant youth; parental involvement
Educational Leadership | Educational Sociology | Secondary Education
This study examines the notion that relationships matter and that social capital may offer immigrant students a fighting chance at increasing their odds of becoming college eligible. Students—particularly immigrant students—often find themselves in circumstances that do not directly position them for college. This study used existing theory to formulate a set of indicators to predict home-based, school-based, and peer-based social capital. Linear regression results revealed modest predictability for each form of social capital. Of the logistic regression models, three variables were statistically significant: socioeconomic status (SES), Hispanic students, and home-based social capital. These results indicate the need for greater emphasis on college readiness, whereby both parents and students take more active roles in accessing pertinent information, preparing a precollegiate curriculum, and planning earlier for postsecondary education.
Ngo-Lopez, Jean V., "Looking to College From the Start for Immigrant High School Students: The Relationship Between College-Directed Social Capital and Building College Eligibility in Ninth Grade" (2014). Ed.D. Dissertations in Leadership for Educational Justice. 38.