東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Social networks in community college...

Alicea, Stacey.

Linked to FindBook

Google Book

Amazon

博客來

Social networks in community colleges: Influences on social capital, academic achievement, employment skills and psychosocial wellbeing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social networks in community colleges: Influences on social capital, academic achievement, employment skills and psychosocial wellbeing./
Author:	Alicea, Stacey.
Description:	209 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Community college education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3705207
ISBN:	9781321780819

Social networks in community colleges: Influences on social capital, academic achievement, employment skills and psychosocial wellbeing.
Alicea, Stacey.

Social networks in community colleges: Influences on social capital, academic achievement, employment skills and psychosocial wellbeing. - 209 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--New York University, 2015.

A wide body of research has documented relationships between social capital--the resources and supports embedded in social networks that facilitate goal accomplishment--and positive academic, employment and psychosocial wellbeing outcomes for youth and adults. Yet, little is known about social networks in community colleges and how the characteristics of these networks influence outcomes for emergent adults. This three-paper dissertation sought to address these limitations by extending social network theory and methods to community college settings serving predominately low-income, ethnic minority and immigrant origin students. Paper 1 applied key concepts from social network theory to social capital accrual in community college settings and considered implications for future research. Paper 2 described the structure and composition of existing social networks among 195 students across three community colleges in New York State using survey data. Three key findings emerged. First, networks were smaller and more disconnected than theory posits would be beneficial for students. Second, roughly one-third of ties were formed in out-of-class unstructured campus spaces (e.g., hallways) - spaces about which we know very little. Third, some aspects of social networks were more salient for certain groups of students (e.g., tie origin for immigrant students, percentage of instructors for White students). Paper 3 utilized the same sample to examine direct and indirect linkages between social network characteristics, social capital and three student outcomes: psychological wellbeing, employment skills, and academic achievement. Several findings emerged. First, the percentage of mentor ties in networks predicted supportive instructor relationships, psychological wellbeing and employment skills. Second, a diversity of both strong and weak ties was associated with having a greater diversity of resources embedded in student networks. Third, GPA was predicted by instructor support and diversity of resources embedded in student networks. Results suggest social network characteristics and social capital indicators may differentially predict direct and indirect pathways to student outcomes. In sum, these dissertation studies contribute new knowledge to an area of research that is largely underdeveloped, and provide support for the simultaneous study of student outcomes in community colleges using both social network characteristics and social capital indicators.

ISBN: 9781321780819Subjects--Topical Terms:

2122836
Community college education.

Social networks in community colleges: Influences on social capital, academic achievement, employment skills and psychosocial wellbeing.
LDR:03435nmm a2200289 4500 001 2069740
005 20160524150328.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321780819
035 $a (MiAaPQ)AAI3705207
035 $a AAI3705207
040 $a MiAaPQ $c MiAaPQ
100 1 $a Alicea, Stacey. $3 3184746
245 1 0 $a Social networks in community colleges: Influences on social capital, academic achievement, employment skills and psychosocial wellbeing.
300 $a 209 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Elise Cappella.
502 $a Thesis (Ph.D.)--New York University, 2015.
520 $a A wide body of research has documented relationships between social capital--the resources and supports embedded in social networks that facilitate goal accomplishment--and positive academic, employment and psychosocial wellbeing outcomes for youth and adults. Yet, little is known about social networks in community colleges and how the characteristics of these networks influence outcomes for emergent adults. This three-paper dissertation sought to address these limitations by extending social network theory and methods to community college settings serving predominately low-income, ethnic minority and immigrant origin students. Paper 1 applied key concepts from social network theory to social capital accrual in community college settings and considered implications for future research. Paper 2 described the structure and composition of existing social networks among 195 students across three community colleges in New York State using survey data. Three key findings emerged. First, networks were smaller and more disconnected than theory posits would be beneficial for students. Second, roughly one-third of ties were formed in out-of-class unstructured campus spaces (e.g., hallways) - spaces about which we know very little. Third, some aspects of social networks were more salient for certain groups of students (e.g., tie origin for immigrant students, percentage of instructors for White students). Paper 3 utilized the same sample to examine direct and indirect linkages between social network characteristics, social capital and three student outcomes: psychological wellbeing, employment skills, and academic achievement. Several findings emerged. First, the percentage of mentor ties in networks predicted supportive instructor relationships, psychological wellbeing and employment skills. Second, a diversity of both strong and weak ties was associated with having a greater diversity of resources embedded in student networks. Third, GPA was predicted by instructor support and diversity of resources embedded in student networks. Results suggest social network characteristics and social capital indicators may differentially predict direct and indirect pathways to student outcomes. In sum, these dissertation studies contribute new knowledge to an area of research that is largely underdeveloped, and provide support for the simultaneous study of student outcomes in community colleges using both social network characteristics and social capital indicators.
590 $a School code: 0146.
650 4 $a Community college education. $3 2122836
650 4 $a Social structure. $3 528995
650 4 $a Organization theory. $3 2122787
690 $a 0275
690 $a 0700
690 $a 0635
710 2 $a New York University. $b Applied Psychology. $3 2100461
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0146
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3705207