| Although previous studies have examined social capital of family and communities as influential factors toward educational outcomes, few have researched how students' own social capital gained from engaging in their schools and communities affect aspirations for continued education. For this study, I adopt the new assimilation theoretical framework to explain how school and community social capital may affect immigrant high school students' well-being in the area of education, when compared to their U.S. born counterparts. Using data from the High School Longitudinal Study (HSLS), I use multi-level modeling techniques to study the relationship between social capital obtained through school and community engagements and plans for attending college. My findings demonstrate that interactions between U.S. born status, and participation in particular school and community engagements such as college preparation programs and out-of-school community sports, have a significant effect on high school students' plans for attending college. These findings suggest educational policymaking must consider the significant influence of community and school-based social capital when designing and implementing programs to assist with academic trajectories of both U.S. born and immigrant youth. This includes reforms in creating more culturally diverse school curriculum, as well as social and extra-curricular environments. |
