Skip to main content

The Mobility/Social Capital Dynamic: Understanding Mexican American Families and Students

  • Chapter
Narrowing the Achievement Gap

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 16.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Aguirre, A. & Martinez, R. (2000). Chicanos in Higher Education: Issues and Dilemmas for the 21st Century. Washington, DC: John Wiley & Sons.

    Google Scholar 

  • Ainsworth-Darnell, J. & Downey, D. (1998). Assessing the oppositional culture explanation for racial/ethnic differences in school performance. American Sociological Review, 63, 536–553.

    Article  Google Scholar 

  • Anyon, J. (2005) Radical Possibilities: Public Policy, Urban Education, and a New Social Movement. New York: Routledge.

    Google Scholar 

  • Benson, C. & Weigel, D. (1981). Ninth-grade adjustments and achievement as related to mobility. Educational Research Quarterly, 5, 15–19.

    Google Scholar 

  • Bourdieu, P. (1986). The forms of capital. In Richardson, J. (ed.), Handbook of Theory and Research on the Sociology of Education}. New York: Greenwood Press.

    Google Scholar 

  • Brooks-Gunn, J. & Duncan, G. (1997). The effects of poverty on children. The Future of Children, 7, 55–71.

    Article  PubMed  Google Scholar 

  • Buriel, R. (1984). Integration with traditional Mexican-American culture and sociocultural adjustment. In Martinez, J. Jr & Mendoza, R. (eds), Chicano/a Psychology (2nd edn). Orlando, FL: Academic Press.

    Google Scholar 

  • Carbonaro, W. (1998). A little help from my friendacutes parents: Intergenerational closure and educational outcomes. Sociology of Education, 71, 295–313.

    Article  Google Scholar 

  • Congressional Budget Office (2003). Effective Federal Tax Rates For All Households By Household Income Category, 1979–2000. Washington, DC: Author.

    Google Scholar 

  • Chrispeels, J. & Rivero, E. (2001). Engaging Latino families for student success: How parent education can reshape parentsacute sense of place in the education of their children. Peabody Journal of Education, 76, 119–169.

    Article  Google Scholar 

  • Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95–S120.

    Article  Google Scholar 

  • College Entrance Examination Board. (1999). Reaching the Top: A Report of the National Task Force of Minority High Achievement. New York: The College Board.

    Google Scholar 

  • Conchas, G. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71, 475–504.

    Google Scholar 

  • Courtney, M. & Nobilit, G. (1994). The principal as caregiver. In Prillaman, A., Eaker, D. & Kendrick, D. (eds), The Tapestry of Caring: Education as Nurturance. Norwood, NJ: Ablex Publishing.

    Google Scholar 

  • Darder, A., Torres, R., & Gutierrez, H. (eds). (1997). Latinos and Education: A Critical Reader. New York: Routledge.

    Google Scholar 

  • Delgado-Gaitan, C. (1991). Involving parents in the schools: A process of empowerment. American Journal of Education, 100, 20–46.

    Article  Google Scholar 

  • Dika, S. & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72, 31–60.

    Google Scholar 

  • Feagin, J. (1980). School desegregation: A political-economic perspective. In Stephan, W. & Feagin, J. (eds), School Desegregation. New York: Pleum Press.

    Google Scholar 

  • Fine, M. (1991). Framing dropouts: Notes on the Politics of an Urban Public High School. Albany, NY: State University of New York Press.

    Google Scholar 

  • Flores-González, N. (2002). School Kids/Street Kids: Identity Development in Latino Students}. New York: Teachers College Press.

    Google Scholar 

  • Gándara, P. (1994). Language and ethnicity as factors in school failure: The case of Mexican Americans. In Wollons, R. (ed.), Children at Risk in America: History, Concepts and Public Policy. Albany, NY: State University of New York Press.

    Google Scholar 

  • Gándara, P. (2002). A study of high school Puente: What we have learned about preparing Latino youth for postsecondary education. Educational Policy, 16, 474–495.

    Google Scholar 

  • Gándara, P., Larson, K., Mehan, H. & Rumberger, R. (1998). Capturing Latino Students in the Academic Pipeline (Chicago/Latino Policy Project, Policy Report Vol. 1, No. 1). Berkeley, CA: University of California.

    Google Scholar 

  • Gibson, M., Gándara, P., & Koyama, J. (eds). (2004). School Connections: U.S. Mexican Youth, Peers and School Achievement}. New York: Teachers College Press.

    Google Scholar 

  • Gotbaum, B. (2002). Pushing Out at-risk Students: An Analysis of High School Discharge Figures. New York: The Public Advocate for the City of New York and Advocates for Children.

    Google Scholar 

  • Hagan, J., Macmillan, R., & Wheaton, B. (1996). New kid in town: Social capital and the life course effects of family migration on children. American Sociological Review, 61, 368–385.

    Article  Google Scholar 

  • Hanushek, E., Kain, J., & Rivkin, S. (2001). Disruption Versus Tiebout Improvement: The Costs and Benefits of Switching Schools (NBER Working Paper No. W8479). Cambridge, MA: National Bureau of Economic Research.

    Google Scholar 

  • Harris, J. (1998). The Nurture Assumption. New York: The Free Press.

    Google Scholar 

  • Hartup, W. & Stevens, N. (1997). Friendships and adaptation in the life course. Psychological Bulletin, 121, 355–370.

    Article  Google Scholar 

  • Haveman, R. & Wolfe, B. (1994). Succeeding Generations: On the Effects of Investments in Children. New York: Russell Sage Foundation.

    Google Scholar 

  • Haveman, R., Wolfe, B., & Spaulding, J. (1991). Childhood events and circumstances influencing high school completion. Demography, 28, 133–157.

    Article  PubMed  Google Scholar 

  • Heinlein, L. & Shinn, M. (2000). School mobility and student achievement in an urban setting. Psychology in the Schools, 37, 349–357.

    Article  Google Scholar 

  • Jason, A., Weine, A., Johnson, J., Warren-Sohlberg, L., Filippelli, L., & Turner, E. et al. (1992). Helping Transfer Students: Strategies For Educational and Social Readjustment. San Francisco: Jossey-Bass.

    Google Scholar 

  • Jencks, C. & Phillips, M. (eds). (1998). The Black-White Test Score Gap. Washington, DC: Brookings Institution Press.

    Google Scholar 

  • Jensen, L. (2001). The demographic diversity of immigrants and their children. In Rumbaut, R. & Portes, A. (eds), Ethnicities: Coming of Age in Immigrant America. Berkeley and New York: University of California Press and Russell Sage Foundation.

    Google Scholar 

  • Kingdon, J. (1995). Agendas, Alternatives and Public Policies (2nd edn). New York: Harper Collins College Publishers.

    Google Scholar 

  • Larson, K. & Rumberger, R. (1995). ALAS: Achievement for Hispanic Americans through academic success. Staying in School: A Technical Report of Three Dropout Prevention Projects for Middle School Students With Learning and Emotional Disabilities. Minneapolis, MN: Institute on Community Integration, pp. A1–A71.

    Google Scholar 

  • Latinos in Education. (1998). Early Childhood, Elementary, Secondary, Undergraduate, Graduate. Washington, DC: White House Initiative on Educational Excellence for Hispanic Americans.

    Google Scholar 

  • Lewin, T. (2004, June 19) City Resolves Legal Battle Over Forcing Students Out. New York Times.

    Google Scholar 

  • LĂłpez, D. & Stanton-Salazar, R. (2001). The Mexican American second generation: Yesterday, today, and tomorrow. In Rumbaut, R. & Portes, A. (eds), Ethnicities: Coming of Age In Immigrant America. Berkeley and New York: University of California Press and Russell Sage Foundation.

    Google Scholar 

  • Los Angeles Unified School District (LAUSD) (2004). Robert Reamacutes Correspondence With Shirley Kouffman, Director of the Planning Assessment and Research ED vision, School Information Branch (June, 2004). Los Angeles: Los Angeles Unified School Transience and stability in the Los Angeles Unified School District (Publication 580). Los Angeles: Author.

    Google Scholar 

  • Maeroff, G. (1998). Altered Destinies: Making Life Better for Schoolchildren in Need. New York: St. Martinacutes Press.

    Google Scholar 

  • McCarthy, J. & Still, S. (1993). Hollibrook accelerated elementary school. In Murphy, J. & Hallinger, P. (eds), Restructuring Schooling: Learning From Ongoing Efforts. Newbury Park, CA; Corwin Press, pp. 63–83.

    Google Scholar 

  • McDonnell, L. & Hill, P. (1993). Newcomers in American Schools: Meeting the Educational Needs of Immigrant Youth. Santa Monica: RAND Corporation.

    Google Scholar 

  • Medina, J. & Lewin, T. (2003, August 1). High school under scrutiny for giving up on its students, Pushed Out, Part 2. New York Times.

    Google Scholar 

  • Mehan, H., Villanueva I., Hubbard, L., & Lintz, A. (1996). Constructing School Success: The Consequences of Untracking Low-Achieving Students. Cambridge: Cambridge University Press.

    Google Scholar 

  • Miller, S. (1995). An American Imperative: Accelerating Minority Educational Advancement. New Haven, CT: Yale University Press.

    Google Scholar 

  • Moore, S. (2001). U.S.-Mexico Migration Issues: Testimony Before the Senate Judiciary Committee Subcommittee on Immigration. http://judiciary.senate.gov/\break oldsite/te090701si-moore.htm. September 7.

    Google Scholar 

  • Offenberg, R. (2004). Inferring adequate yearly progress of schools from student achievement in highly mobile communities. Journal of Education for Students Placed at Risk, 9, 337–355.

    Article  Google Scholar 

  • Ogbu, J. (1992). Understanding cultural diversity and learning. Educational Researcher, 21, 5–14.

    Article  Google Scholar 

  • Portes, A. (1998). Social capital: Its origin and applications in modern sociology. Annual Review of Sociology, 24, 1–24.

    Article  Google Scholar 

  • Portes, A. & Rumbaut, R. (2001). Legacies: The Story of the Immigrant Second Generation. University of California Press.

    Google Scholar 

  • Pribesh, S. & Downey, D. (1999). Why are residential and school moves associated with poor school performance? Demography, 36, 521–534.

    Google Scholar 

  • Putnam, R. (2000). Bowling alone: The Collapse and Revival of American Community. New York: Simon & Schuster.

    Google Scholar 

  • Ream, R. (2003). Counterfeit social capital and Mexican-American underachievement. Education Evaluation and Policy Analysis, 25, 237–262.

    Google Scholar 

  • Ream, R. (2005a). Uprooting Children: Mobility, social capital and Mexican American underachievement. New York: LFB Scholarly Publishing, LLC.

    Google Scholar 

  • Ream, R. (2005b). Toward understanding how social capital mediates the impact of student mobility on Mexican American achievement. Social Forces, 84, 201–224.

    Article  Google Scholar 

  • Romo, H. & T. Falbo. (1996). Latino High School Graduation: Defying the Odds. Austin, TX: University of Texas Press.

    Google Scholar 

  • Rothstein, R. (2004). Class and Schools: Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap. NY: Columbia University, Teachers College, Economic Policy Institute.

    Google Scholar 

  • Rumberger, R. (2003). The causes and consequences of student mobility. Journal of Negro Education, 72, 6–21.

    Article  Google Scholar 

  • Rumberger, R. & Larson, K. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107, 1–35.

    Article  Google Scholar 

  • Rumberger, R., Larson, K., Ream, R., & Palardy, G. (1999). The Educational Consequences of Mobility for California Students and Schools. Berkeley, CA: University of California, Policy Analysis for California Education.

    Google Scholar 

  • Sánchez-Jankowski, M. (1991). Island in the Street: Gangs and American Urban Society. Berkeley, CA: University of California Press.

    Google Scholar 

  • Suarez-Orozco, M. (1991). Immigrant adaptation to schooling: A Hispanic case. In Gibson, M. & Ogbu, J.U. (eds), Minority Status & Schooling: A Comparative Study of Immigrant and Involuntary Minorities. New York. Garland Press.

    Google Scholar 

  • Smith, J. (2003). Assimilation across the Latino generations. Proceedings of the AEA, USA, 93, 315–319.

    Google Scholar 

  • Stanton-Salazar, R. (1997). A social capital framework for understanding the socialization of racial minority children and youths. Harvard Educational Review, 67, 1–40.

    Google Scholar 

  • Stanton-Salazar, R. (2001). Manufacturing Hope and Despair: The School and Kin Support Networks of U.S.- Mexican Youth. New York: Teachers College Press.

    Google Scholar 

  • Stanton-Salazar, R. & Spina, S. (2000). The network orientations of highly resilient urban minority youth. The Urban Review: Issues and Ideas in Public Education, 32, 227–262.

    Google Scholar 

  • Stanton-Salazar, R., Vásquez, O., & Mehan, H. (2000). Engineering success through institutional support. In Gregory, S. (ed.), The Academic Achievement of Minority Students: Comparative Perspectives, Practices, and Prescriptions. New York: University Press of America.

    Google Scholar 

  • Steinberg, L. (2001). We know some things: Parent-adolescent relationships in retrospect and prospect. Journal of Research on Adolescence, 11, 1–19.

    Article  Google Scholar 

  • Swanson, C. & B. Schneider. (1999). Students on the move: Residential and educational mobility in Americaacutes schools. Sociology of Education, 72, 54–67.

    Article  Google Scholar 

  • Tienda, M. (2001). College admissions policies and the educational pipeline: Implications for medical and health professions. In Smedley, B., Stith, A., Colburn, L., & Evans, C. (eds), The Right Thing To Do, the Smart Thing To Do: Enhancing Diversity in the Health Professions. Washington, DC: The National Academy of Sciences.

    Google Scholar 

  • Trejo, S. (1996). Obstacles to Labor Market Progress of Californiaacutes Mexican Origin Workers. Berkeley, CA: University of California, Chicano/Latino Policy Project.

    Google Scholar 

  • Trueba, H. (1988). Culturally based explanations of minority studentsacute academic achievement. Anthropology and Education Quarterly, 19, 270–287.

    Article  Google Scholar 

  • U.S. Department of Commerce, Bureau of the Census. (2000a). Hispanic Population of the United States: March 1999 (Current Population Reports, series P-20, No. 527). Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • U.S. Department of Commerce, Bureau of the Census. (2000b). Census 2000 Brief: Overview of Race and Hispanic Origin. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • U.S. Department of Commerce, Bureau of the Census. (2004). Geographic Mobility: 2002 to 2003 population Characteristics. (Current Population Reports, series P-20, no. 549). Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • U.S. Department of Commerce, Census Bureau News. (2000). Moving Rate Among Americans Declines, Census Bureau Says. Press Release 19 January 2000. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • U.S. Department of Education, National Center for Education Statistics (NCES). (2002). Dropout Rates in the United States: 2002. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • U.S. General Accounting Office. (1994). Elementary School Children: Many Change Schools Frequently, Harming Their Education. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • Valencia, R. (ed.). (2002). Chicano School Failure and Success: Past, Present and Future (2nd edn). London: Routledge Falmer.

    Google Scholar 

  • Valenzuela, A. (1999). Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany, NY: State University of New York Press.

    Google Scholar 

  • VĂ©lez-Iba\tilde{n}ez, C. (1997). Border Visions: Mexican Cultures of the Southwest United States. Tucson, AZ: University of Arizona Press.

    Google Scholar 

  • Vernez, G. & Mizell, L. (2002). Goal: To Double the Rate of Hispanics Earning a Bacheloracutes Degree. Santa Monica, CA: RAND Corporation, Center for Research on Immigration Policy.

    Google Scholar 

  • Wehlage, G., Rutter, R., Smith, G., Lesko, N., & Fernandez, R. (1989). Reducing the Risk: Schools as Communities of Support. Philadelphia: Falmer Press.

    Google Scholar 

  • Wilson, C. (1993). Providing support for high school transfer students. The School Counselor, 40, 223–227.

    Google Scholar 

  • \bibitem[Latinos in Education(1998)]{ch05:latinos1998} \bibitem[College Board(1999)]{ch05:college1999}

    Google Scholar 

Download references

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2007 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Ream, R.K., Stanton-Salazar, R.D. (2007). The Mobility/Social Capital Dynamic: Understanding Mexican American Families and Students. In: Paik, S.J., Walberg, H.J. (eds) Narrowing the Achievement Gap. Issues in Children’s and Families’ Lives. Springer, Boston, MA. https://doi.org/10.1007/0-387-44611-7_5

Download citation

Publish with us

Policies and ethics