Inequality in Social Capital: Social Capital, Social Risk and Drop-out in the Turkish Education System

Autor/inn/en	Cemalcilar, Zeynep; Göksen, Fatos
Titel	Inequality in Social Capital: Social Capital, Social Risk and Drop-out in the Turkish Education System
Quelle	In: British Journal of Sociology of Education, 35 (2014) 1, S.94-114 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2012.740807
Schlagwörter	Social Capital; Enrollment Rate; Foreign Countries; Risk; Dropout Rate; Compulsory Education; Socioeconomic Status; Race; Gender Differences; Mothers; Teacher Student Relationship; Parent Participation; Educational Attainment; Elementary Education; Questionnaires; Focus Groups; Statistical Analysis; Family Structure; Mixed Methods Research; Regression (Statistics); Turkey + Suchen Sie Ihr Suchwort? Sozialkapital; Ausland; Risiko; Schulpflicht; Socio-economic status; Sozioökonomischer Status; Rasse; Abstammung; Geschlechterkonflikt; Mother; Mutter; Teacher student relationships; Lehrer-Schüler-Beziehung; Elternmitwirkung; Bildungsabschluss; Bildungsgut; Elementarunterricht; Fragebogen; Statistische Analyse; Familienkonstellation; Familiensystem; Regression; Regressionsanalyse; Türkei
Abstract	This article examines the effects of social capital on the likelihood of dropping out from the compulsory education system (Grades One through Eight) in Turkey. It focuses on the question of whether school-related social capital can provide the means to stay in school in the presence of risk factors such as socioeconomic status, race, or gender that cannot be easily modified. Despite major progress in enrollment rates due to policies enacted in recent years, the overall drop-out rate in compulsory education is close to 15% in Turkey. Data collected from 764 student-mother pairs show that drop-outs are exposed to higher number of social risk factors. We further illustrate that school-related social capital, as measured by quality of in-school teacher-student interactions as well as parental involvement in school, significantly and positively contributes to adolescents' likelihood of staying in school even in the presence of severe social inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10