Is social capital durable?: How family social bonds influence college enrollment and completion.

A large literature demonstrates that social capital has positive effects on outcomes for children, but we know little about whether social capital is durable, i.e., whether its effects persist long after its creation. We use two nationally representative data sets of U.S. high school students and structural equation modeling designed for binomial outcomes to examine the durability of returns to social capital created in the family on both college enrollment and college completion. Controlling for selected school characteristics, race, family, SES and other factors, results suggest that family social capital continues to have strong associations with outcomes increasingly distant from its creation. Family SES has a smaller but positive effect on both college enrollment and college completion. These findings suggest that social capital can be a durable good if formed in the family, and that family SES is also influential.

Associations between Gendered Family Structures and Adolescent Stress, Loneliness, and Sadness in South Korea.

While a large literature connects family environments characterized by access to two married biological parents to better child mental health outcomes, we know less about the mechanisms linking family structure to mental health outcomes for children living in other family structures. While essentialist theory suggests that access to both male and female parents will be an important determinant of child mental health, some research directly comparing single-mother and single-father families found no difference in child outcomes by parent gender, suggesting evidence for more structural theories of gender. However, most of this research uses data from Western countries and seldom extends to examining mental health outcomes. In this paper, we used data from a large, generalizable survey of Korean adolescents (the 2021 Korea Youth Risk Behavior Survey) to compare the mental health of children living in families with two married biological parents, single mothers, and single fathers. Our findings underscore the importance of examining family environments in different contexts.

Family Structure and Child Behavior Problems in Australia, the United Kingdom, and the United States.

A large body of literature suggests that children living with two married, biological parents on average have fewer behavior problems than those who do not. What is less clear is why this occurs. Competing theories suggest that resource deficiencies and parental selectivity play a part. We suggest that examining different contexts can help adjudicate among different theoretical explanations as to how family structure relates to child behavior problems. In this paper, we use data from the Growing Up in Australia: Longitudinal Study of Australian Children (LSAC), the UK Millennium Cohort Study (MCS), and the US Early Childhood Longitudinal Study (ECLS-K) to examine the relationship between family structure and child behavior problems. Specifically, we look at how living in several configurations of biological and social parents may relate to child behavior problems. Findings suggest both similarities and differences across the three settings, with explanations in the UK results favoring selectivity theories, US patterns suggesting that there is a unique quality to family structure that can explain outcomes, and the Australian results favoring resource theories.

Comparing Children's Behavior Problems in Biological Married, Biological Cohabitating, and Stepmother Families in the UK.

A large body of research shows that children who live with two married biological parents have lower levels of externalizing and internalizing behavior problems compared to their peers in other family structure, including cohabitating biological families. Such patterns suggest that marriage provides a uniquely protective family environment, though we know less about children in the obvious counterfactual case: married stepfamilies. While research suggests children with stepfathers have more behavior problems than those living with married biological parents, we know little about how children with stepmothers fare, or how children with stepparents fare compared to those living with cohabiting biological parents. We use the Millennium Cohort Study (MCS) sweep 6 to compare children living with married biological parents, married fathers and stepmothers, and cohabiting biological parents. We find that family structure has no significant relationship with children's internalizing behavior problems, but that children living with a stepmother and biological cohabitating families exhibit more externalizing behavior problems than do those living with married biological parents. Covariates that indicate both physical and social family environments must be considered together to explain differences in married-parent families on externalizing behavior problems.

Gendered Associations between Single Parenthood and Child Behavior Problems in the United Kingdom.

Internalizing and externalizing behavior problems are associated with a variety of negative child outcomes, but these conclusions have been drawn from research that usually compares children in families with two biological, married parents to all other family types. We compare behavior problems across two-parent, single-mother, and single-father families, which allows us to explore competing gender theories as possible explanations for why child behavior outcomes may be different across these three categories. Results from analyses of the UK Millennium Cohort Study suggest that while children in both single-mother and single-father families initially look like they experience more behavior problems than those in two-parent families, controlling for physical and, especially, social resources explains potential differences. Similarly, when single mothers and single fathers occupy similar family environments in terms of physical and social resources, their children report similar behavior. In contrast to findings from the US, children of single mothers who occupy similar family environments as children in two-parent families in terms of resources perform slightly better in terms of externalizing behavior problems than their two-parent counterparts. We conclude that constructivist theories more accurately explain gendered parenting behavior and its consequences for child behavior problems. Environmental factors such as income, parental closeness, and participation in extracurricular activities have a significant effect on child behavior problems.

Gender Marginalization in Sports Participation through Advertising: The Case of Nike.

The sport sector functions as a site of health-promotion by encouraging and enabling individuals to invest in their health and giving them tools to do so. This investment is often initiated by, or altered by, role modeling, or seeing other individuals engaging in sport. This could include family or peers but could also include depictions of sport in popular media. Inclusive role-modeling could subsequently encourage more sport participation, thus expanding access to health benefits that arise from sport. However, stereotypical depictions of sports role models could make sports seem like a more exclusive space and discourage participation. We examine a case study of a prominent athletic brand and their advertising to examine the ways they expand or reify stereotypes of gender in sport. Through a qualitative content analysis of 131 commercials released by Nike in the past decade, we explore whether their stated goals of being a socially progressive company extend to genuinely diverse and inclusive portrayals of gender in their commercials. Our results indicate that Nike commercials continue to treat sports as a predominantly and stereotypically masculine realm, therefore marginalizing athletes who are female, who do not fit traditional gender binaries, or who do not display traditionally masculine qualities. We also find that the bulk of athletes portrayed by Nike are those who adhere to gender stereotypes. Despite their purported goal of encouraging individuals to participate in sports, Nike's promotion of gendered sport behaviors may be having an opposite effect for some consumers by discouraging sports participation for those who do not align with the gendered behavior Nike promotes. The stereotyped role modeling of the sport sector portrayed in a majority of Nike commercials could dissuade already marginalized individuals from participating in the health-promoting behaviors available through sport.

Who Has the Advantage? Race and Sex Differences in Returns to Social Capital at Home and at School.

A growing body of literature suggests that social capital is a valuable resource for children and youth, and that returns to that capital can increase academic success. However, relatively little is known about whether youth from different backgrounds build social capital in the same way and whether they receive the same returns to that capital. We examine the creation of and returns to social capital in family and school settings on academic achievement, measured as standardized test scores, for white boys, black boys, white girls, and black girls who were seniors in high school in the United States. Our findings suggest that while youth in different groups build social capital in largely the same way, differences exist by race and sex as to how family social capital affects academic achievement. Girls obtain greater returns to family social capital than do boys, but no group receives significant returns to school social capital after controlling for individual- and school-level characteristics.

Extracurricular associations and college enrollment.

There is consistent evidence that student involvement in extracurricular activities (EAs) is associated with numerous academic benefits, yet understanding how peer associations within EAs might influence this link is not well understood. Using Add Health's comprehensive data on EA participation across 80 schools in the United States, we develop a novel measure of peer associations within EA activities. We find that EA participation with high achieving peers has a nontrivial link to college enrollment, even after considering individual, peer, and school-level factors. This suggests that school policies aimed at encouraging student exposure to high achieving peers in EAs could have an important impact on a student's later educational outcomes.

Capital and context: using social capital at home and at school to predict child social adjustment.

Research examining the influence of social relationships on child outcomes has seldom examined how individuals derive social capital from more than one context and the extent to which they may benefit from the capital derived from each. We address this deficit through a study of child behavior problems. We hypothesize that children derive social capital from both their families and their schools and that capital from each context is influential in promoting social adjustment. Using a large national data set and structural equation modeling, we find that social capital at home and at school can be measured as separate constructs and that capital at home is more influential than is capital at school. We discuss the implications of these findings for future research on social capital and for practical interventions promoting social adjustment.