SOCIAL CAPITAL AND IMMIGRANT CHILDREN'S ACHIEVEMENT

Abstract

We suggest that the commonly used familial closure version of social capital does not provide an adequate explanation for the school achievement of children in immigrant families. Instead, we suggest that extra-familial institutions, notably immigrant religious institutions, contribute to the school performance of children. Using data from the National Longitudinal Study of Adolescent Health, we find that the average grades of immigrant children can be accounted for by involvement in ethnic religious organizations, but not by parental involvement in social networks.

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