Multidimensional Parental Social Capital in Adolescents’ STEM Learning

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: The Different Outlets of Student Support and Challenges in K–12 Education (Table 39)

Abstract

This study explores how parents of adolescents engage in multiple forms of social capital to support and encourage their children in STEM. Results from interviewing 17 parents from diverse demographic backgrounds reveal four major dimensions of parental social capital in STEM. First, parents often serve as instructional support providers by helping their children learn STEM concepts and complete STEM homework/projects. Second, many parents play a broker role through expanding their children’s networks and connecting their children to the resources they needed to be academically successful in STEM. Third, parents serve as norm-setters by setting high expectations for their children’s STEM learning and performance. Fourth, parents serve as motivators by encouraging their children to have healthy attitudes/behaviors around STEM learning.

Authors

• Guan Saw, Claremont Graduate University

• Kahli Hedrick-Romano, Claremont Graduate University

• Vicki Lynton, Alamo Colleges - Northwest Vista College

• Kim Megyesi-Brem, Claremont Graduate University

• Ryan Culbertson, Texas Tech University