Social Capital and Dropping Out of High School: Benefits to At-Risk Students of Teachers’ Support and Guidance

Abstract

Do teachers provide students with valuable forms of social capital? Do these forms of social capital increase the likelihood that students complete high school, particularly students who are at risk of failure? Using data from the National Educational Longitudinal Study (NELS:88), we address these questions and examine whether social capital reduces the likelihood of dropping out between the 10th and 12th grades for a cohort of 11,000 adolescents who attended more than 1,000 public and private high schools between 1990 and 1992. We measure social capital in two ways: (a) students’ beliefs about how much their 10th-grade teachers support their efforts to succeed in school and (b) teachers’ reports about whether individual 10th-grade students receive guidance from them about school or personal matters. We find that teachers are an important source of social capital for students. These teacher-based forms of social capital reduce the probability of dropping out by nearly half. However, students who come from socially disadvantaged backgrounds and who have had academic difficulties in the past find guidance and assistance from teachers especially helpful. We discuss the implications of these findings for investigations of dropping out, risk, and social capital.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 761 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.