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Developing Human Capital in 15-Year-Olds from Low S E S Backgrounds

Developing Human Capital in 15-Year-Olds from Low S E S Backgrounds. CESC-SSHRC Symposium 2006 Lucie DeBlois, Professor, Université Laval Michel Rousseau, Assistant Professor, Université de Moncton Li Zhu, Graduate Student, Université Laval. Outline of Presentation.

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Developing Human Capital in 15-Year-Olds from Low S E S Backgrounds

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  1. Developing Human Capitalin 15-Year-Olds from Low SES Backgrounds CESC-SSHRC Symposium 2006 Lucie DeBlois, Professor, Université Laval Michel Rousseau, Assistant Professor, Université de Moncton Li Zhu, Graduate Student, Université Laval

  2. Outline of Presentation • Reconceptualizing social capital to include the resiliency model • Methodology • Results • Which family capital variables reduce the impact of socioeconomic inequalities? • Which components of school capital are most closely related to students’ human capital? • Which school capital variables reduce the impact of socioeconomic inequalities? • Which dimensions of social capital are most closely related to the development of students’ human capital? • What effect do social capital variables have on the link between SES and students’ human capital? • Do certain educational practices foster students’ success?

  3. 1. Reconceptualizing social capital to include the resiliency model Child’s human capital Family financial capital (educational resources, culturalgoods, level of possessions) Human capital (reading success) Human capital community Social capital structural (organization) normative (discipline) dynamic (interactions, activities) dimension Family human capital (educational attainment of father and mother) Financial capital community School human capital (professional development, climate, professional engagement) School financial capital (educational resources, infrastructure, teacher shortage)

  4. 2. Methodology • Database • Program for International Student Assessment (PISA) • Students’ reading success = measurement of students’ human capital • Using trends in PISA literacy scores • Level of disadvantage • socioeconomic index derived from parents’ employment • Statistical analysis • Significant at p < 0.05

  5. 3.1 Which family capital variables reduce the impact of socioeconomic inequalities? Looking at the index of family human capital Looking at the index of family financial capital • Father’s educational attainment • Mother’s educational attainment • Education resources available at home • Cultural goods at home • Level of possessions at home

  6. 3.1 Which family capital variables reduce the impact of socioeconomic inequalities? Statistically significant variables having amoderating (indirect) effect on the linkbetween socioeconomic statusand students’ human capital • Father’s educational attainment (beta = 0.103 p < 0.05) • Cultural goods at home (beta = 0.31 p < 0.05) • Level of possessions at home (beta = -0.020, p < 0.05) Student’s human capital (reading success) Socioeconomic level

  7. 3.2 Which components of school capital are most closely related to students’ human capital? Professional development Disruptive conduct Teacher morale School human capital School financial capital • Material resources • Educational resources • Shortage of teachers

  8. 3.2 Which components of school capital are most closely related to students’ human capital? 1% of variance explained by the following low-correlation variables • Disruptive conduct (0.042) • Teacher morale (0.049) • Material resources (-0.022) • Educational resources (-0.075) • Shortage of teachers (-0.052) Statistically significant variables having adirect effect on the linkbetween socioeconomic statusand students’ human capital

  9. 3.2.1 Example of school human capital: Teacher morale

  10. 3.2.2 Example of school financial capital: Quality of educational resources

  11. 3.3 Which school capital variables reduce the impact of socioeconomic inequalities? Even though the correlations for some indicators are statistically significant, none of the six variables being reviewedhas a moderating effect on the linkbetween socioeconomic statusand children’s human capital

  12. 3.4 Which dimensions of social capital are most closely related to the development of students’ human capital? • Structural dimension • Feeling of belonging (beta = -0.013) • Normative dimension • Pressure to succeed (beta = -0.012) • Dynamic dimension • Level of students’ cultural activities (beta = 0.042) • Interactions between parents and children focusing on culture (beta = 0.045) • Interactions between parents and children focusing on friends (beta = 0.013) • Educational support from teachers (beta = 0.014) • Student-teacher relations (beta = 0.022)

  13. 3.5 What effect do social capital variables have on the link between SES and students’ human capital? The regression equation (multiple regression) predicts 16.8% of the variance in reading success. The moderating effect of certain variables is higher, i.e. they help more to limit the impact of SES differences on human capital development.

  14. 3.5 What effect do social capital variables have on the link between SES and students’ human capital? Statistically significant variables with amoderating effect (indirect effect) on the linkbetween socioeconomic leveland students’ human capital • Dynamic dimension • Students’ level of activity • Parent-child interactions focusing on culture • Educational support from the family • Student-teacher relations Socioeconomic level Students’ human capital

  15. 3.5.1 Of the four PISA indicators, which are most closely linked with students’ human capital? The cultural communication dimension is the factor most closely related with a child’s human capital, especially discussions on political and social events.

  16. 3.6 Do certain educational practices foster students’ success?

  17. Conclusion • Three of the six variables in the family capital study have a moderating effect on the link between socioeconomic status and the development of students’ human capital (father’s educational attainment, cultural goods at home and level of goods at home), which would help reduce socioeconomic inequalities. • None of the six variables in the school capital study had a moderating effect on the link between SES level and the development of students’ human capital. • Even though the majority of school capital variables have a significant regression weighting, the six school capital variables explain only 1% of the variance in students’ human capital. In addition, the low regression weightings suggest a limited direct link between social capital variables and the development of human capital.

  18. Conclusion (cont’d) 4. However, all of the variables involved in the three dimensions of social capital in the model help explain 16.8% of the variance in students’ human capital. The higher weightings of variables for the dynamic dimension indicate a larger moderating effect between socioeconomic status and the development of students’ human capital. • Of the four PISA indicators, cultural communication, involving discussions on political and social events, is most closely related to students’ human capital. • Of the six educational practices identified by PISA, although each one has a low significant effect, the indicator "gives students a chance to express their opinions" is dominant. • Despite the low correlation, the variable "Teachers promote school success" is the most closely associated with students’ human capital. • Despite the low correlation, four of the six variables related to the quality of educational resources are associated with students’ human capital.

  19. Reading success – A concentric model Teacher morale Father’s educational attainment Teachers promote school success Child’s human capital Reading success Cultural communication Topics: social, political events, books…) • Structural dimension (sense of belonging, family structure) • Normative dimension (perceived pressure to succeed, disciplinary climate) • Dynamic dimension (activities, interactions, and help from teachers) School human capital Family human capital School financial capital Family financial capital Especially abundant library resources and scientific equipment Cultural goods, level of possessions at home Quality of educational resources

  20. Planned dissemination of results • Zang X., DeBlois L., Deniger M.A., Kamanzi C., Rousseau M. (submitted) Reconceptualisation de la notion de capital social et de résilience dans le contexte de l'éducation : une modélisation pour les élèves issus de milieux socio-économiques défavorisés : Revues des sciences de l’éducation (submitted) • DeBlois L., Hammond A. (in preparation) Comment l’école peut-elle se mettre au service des élèves socialement défavorisés? • DeBlois L., Nadeau J., Kamanzi C. (pending) Les enjeux familiaux et le développement du capital social chez l’élève • DeBlois L., Akoué M.C., Kamanzi C., (pending) Étude comparative internationale sur l’influence du niveau d’éducation des parents et le développement du capital social chez l’élève • DeBlois L., Power G., Rousseau M. (pending) Un modèle mis à l’épreuve. • Internet sites: • CRIRES — www.ulaval.ca/crires • CSQ — www.csq.qc.net/ • QFPC — www.fcppq.qc.ca/presscommunique.html

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