Parental Education and Social Capital Impact on School Completion for Youth with Adverse Childhood Experiences

• In Event: 21020 - Section on Sociology of Education Roundtables
  In Refereed Roundtable (60 minute): Table 9: Childhood Experiences and Educational Outcomes

Abstract

This paper examines the negative relationship between exposure to adverse childhood experiences (ACEs) and educational attainment. Adding to the current body of literature is important because it may provide ways to help mitigate the impact of ACEs, especially for disproportionately impacted demographics. The variables included in this paper are: independent variable – exposure to adverse childhood experiences; dependent variable – educational attainment (high school completion); moderating variables – parental educational attainment (high school completion) and resilience; and impacting variable – social capital. Following concerted cultivation – a parenting style whose name was coined by sociologist Annette Lareau – this paper theorizes that parental education will negatively moderate this negative relationship, mitigating the negative impact that ACEs have on educational attainment. Previous research has found that higher levels of resilience mitigate the negative impact of ACEs on education outcomes, so this paper theorizes that resilience will also negatively moderate the primary negative relationship. Additionally, previous research that positive forms of social capital – mentors, team sports, familial support, and volunteering – help foster resilience in youth exposed to ACEs; this paper will examine the strength of this relationship. Understanding how social capital helps increase resilience in children is important because it can provide guidance for interventions that may ultimately decrease the negative impact of ACEs on high school completion.

Authors

• Alexis Levin, University of Texas at San Antonio

• Raymond R. Swisher, University of Texas-San Antonio