Kusum Singh

Applications of Social Capital in Educational Literature: A Critical Synthesis

This critical synthesis incorporates both theoretical and empirical literature on social capital since its original conceptualization by Bourdieu (1986) and Coleman (1988) in the late 1980s. The focus of the review is on educational literature that studies social capital and educational outcomes. After outlining their approach, the authors briefly trace the intellectual history of the concept and its transport to the field of education. Next, they undertake a critical review of the literature by first examining trends in conceptualization, methods, and outcomes and then assessing empirical support for claims that social capital is positively linked to educational and psychosocial outcomes. Finally, they discuss gaps in the conceptualization, measurement, and analysis of social capital in educational literature.

Women in Computer-Related Majors: A Critical Synthesis of Research and Theory From 1994 to 2005

In this article, the authors review, critique, and synthesize the emerging research literature from 1994 to 2005 on women’s enrollment and persistence in computer-related majors. A thorough examination of 44 empirical studies in scholarly journals reveals that this literature primarily relies on exploratory and descriptive analyses, individualized measures, and implicit theoretical frameworks. Findings are grouped by four themes: (a) enrollment patterns, (b) gender differences in self-confidence and performance, (c) gender differences in computer use, and (d) academic environments. An explicit gender theory of women in computing is needed to reconceptualize diverse women’s experiences and to direct future research on women’s enrollment and persistence patterns in computer fields.

Part-time employment in high school and its effect on academic achievement

Abstract Part-time employment during high school has grown dramatically. High school students are twice as likely to be working part-time as they were in 1950. Despite the fact that many adolescents work between the ages of 12 and 17, little empirical evidence exists about the impact of part-time employment on academic performance. In the present research, the nationally representative sample of 10th graders, the First Follow-Up of the National Educational Longitudinal Study of 1988 (NELS-88), was used to examine the effects of part-time work during the school year on academic achievement, as measured by the standardized achievement scores and high school grades earned in 4 subject areas: English, mathematics, science, and social studies. The findings of the study point to a small negative effect of employment on both measures of achievement when socioeconomic status, gender, and previous achievement were controlled. The study helps to illuminate an important question and has implications for parents, edu...

Parents' Relationships and Involvement: Effects on Students' School Engagement and Performance.

Abstract This study focused on parents’ relationships and involvement in their children’s lives and the effects on the students’ school engagement and school performance. The study used the Wave I data from the National Longitudinal Study of Adolescent Health (Add Health). The data on seventh and eighth grade students’ school and family experiences were analyzed using structural equation modeling. The study examined the effect of parents’ relationships and involvement on students’ cognitive, emotional, and behavioral engagement in school and subsequently on school performance. The results confirmed the importance and significance of parents’ involvement in middle school students’ school engagement and performance. The study has implications for practice and provides empirical support for creating school structures that would foster parents’ continued interest and engagement in their children’s education.

The Relationship between Self-Leadership and Personality: A Comparison of Hierarchical Factor Structures

This study examined the relationship between self‐leadership and personality through an analysis and comparison of hierarchical factor structures. Structural equation modeling techniques were used to examine several competing models combining the hierarchical factor structures of self‐leadership and personality. Model fit increased significantly through a progression of models that reflected increasingly greater distinction between self‐leadership skill dimensions and key personality traits. The best fitting model consisted of a hierarchical factor structure with three first‐order self‐leadership factors, three first‐order personality factors, and two correlated second‐order factors. Unexpectedly, the general second‐order factors of self‐leadership and personality were statistically indistinguishable. Nevertheless, these results seem to provide some initial evidence that self‐leadership dimensions are distinct from, yet related to, certain key personality traits. The implications of these results for future self‐leadership research and practice are discussed.

Parental Involvement, Parenting Behaviors, and Children's Cognitive Development in Low-Income and Minority Families

Abstract The study examined the longitudinal association of parental involvement in Head Start parent-focused programs, parenting behaviors, and the cognitive development of children by specifying two longitudinal growth models. Model 1 examined the longitudinal effects of the parental involvement in three Head Start parenting programs (parenting classes, group socialization, and support groups) on parenting behaviors (home observation of parental linguistic and cognitive stimulation, video recordings of parental cognitive stimulation, parental sup-portiveness, detachment, and intrusiveness). Model 2 analyzed the longitudinal effects of those parental behaviors on childrens Bayley MDI scores. Using Early Head Start Research and Evaluation (EHSRE) study data and longitudinal multilevel analysis, the study also took various ethnic and language differences among families into account. The results revealed that mothers who participated in parenting classes or socialization meetings provided more linguistic and cognitive stimulation at home. Participants of parental support groups were found to have high levels of parental supportiveness and low levels of parental intrusiveness over time. Higher Bayley MDI scores were found for children whose mothers had high levels of parental involvement in Head Start parent programs and provided more at-home linguistic and cognitive stimulation. The African American families, in particular, benefited from attending socialization meetings: attendees displayed fewer parental detachment behaviors and provided more linguistic and cognitive stimulation, resulting in higher Bayley MDI scores of children. The studys findings are theoretically significant and policy relevant.

Science Engagement and Science Achievement: Longitudinal Models Using NELS Data.

The study explored the relationship of self-concept and locus of control to science engagement and science achievement. Furthermore, the relationship of self variables with science engagement and science achievement was studied across ethnicity, gender, and socioeconomic status (SES). The data were accessed from the 3 waves of the National Education Longitudinal Study: 88 (NELS:88) to estimate both cross-sectional and multilevel longitudinal models. It was hypothesized that self-concept and locus of control would have a positive effect on science engagement and science achievement and that science engagement would affect science achievement positively. The results supported the theoretical formulations of the conceptual model and showed significant effects of self-concept and locus of control constructs on science engagement and science Item Response Theory (IRT) scores. Furthermore, science engagement showed a positive but small effect on science achievement, especially the time spent on science homework. The study supported earlier findings that the inclusion of non-ability factors improves the explanation and understanding of differences in science achievement. The study has implications for practice.

Effect of part-time work on high school mathematics and science course taking

Abstract The effect of part-time work intensity on high school course work completed in mathematics and science and its indirect effect on 12th-grade achievement was explored. Longitudinal data from a nationally representative sample were used to test the models through path analysis. Socioeconomic status and previous achievement were included as exogenous variables for control purposes, and part-time work intensity was hypothesized to negatively affect course work completed in the 2 subjects, as well as 12th-grade achievement through course work during high school. Results suggest that, controlling for the background variables, there was a significant negative effect of part-time work intensity on course work and that its indirect effect on 12th-grade achievement through course work was larger than its direct effect.

Language factors associated with achievement grouping in math classrooms: a cross-sectional and longitudinal study

The study examines the effects of classroom achievement grouping (AG) practices on the early mathematics performance of language-minority students and compares their mathematics achievement to that of English-speaking majority students. Using a nationally representative database of the USA, both cross-sectional and longitudinal analyses were done. In the cross-sectional analyses we explored the direct effect of grouping practice on students performance, while in the longitudinal analysis we looked at the growth trajectory in mathematics learning. The results of cross-sectional analyses indicated that the effect of AG was negative on the math achievement in 1st and 5th graders. The longitudinal analysis showed a significant negative effect of AG for English Language Learners (ELL). The paper provides the basis for practical guidelines for the grouping practices in mathematics.

The Relation of English Language Proficiency to Educational Aspirations of Mexican-American Eighth Graders

The present study examined the relation of English language proficiency to the educational aspirations of Mexican American eighth graders. Research consistently has documented low levels of participation in postsecondary education by Hispanic youth. The present study proposed that English language proficiency had a significant relation to the educational aspirations of Mexican American eighth graders and estimated the proposed relation, controlling for other relevant causes of educational aspirations. The sample consisted of 1,641 Mexican American eighth graders. Results indicated that there was a significant although moderate direct relation of language proficiency to educational aspirations and academic achievement. The findings are of theoretical and practical significance and provide support that better English language skills might lead to improved educational outcomes for Mexican American students. The study also underscores the need for more empirical research on language issues and their relation to educational and psychosocial outcomes for language-minority youth.