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Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital
Social capital strengthens emerging adults’ ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address t...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9135862/ https://www.ncbi.nlm.nih.gov/pubmed/34787785 http://dx.doi.org/10.1007/s10964-021-01540-x |
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author | Boat, Ashley A. Miranda, Alejandra Syvertsen, Amy K. |
author_facet | Boat, Ashley A. Miranda, Alejandra Syvertsen, Amy K. |
author_sort | Boat, Ashley A. |
collection | PubMed |
description | Social capital strengthens emerging adults’ ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address this gap, the current study examined how social capital derived from peers and near-peers contributes to emerging adults’ ability to actively mobilize social capital in pursuit of their education or career goals (i.e., self-initiated social capital) and, in turn, their education and career outcomes. A total of 841 emerging adults who participated in one of five community-based education and/or workforce support programs were surveyed (72% female; M(age) = 20.1, SD = 1.84; 35% Latinx, 30% Black, 19% Asian, 16% Other). Peer social capital was indirectly associated with outcomes (i.e., progress towards education/career goals, commitment to paying-it-forward, collective efficacy to change systems) via greater self-initiated social capital, whereas near-peer social capital was both directly and indirectly associated with outcomes. The mechanisms by which peer and near-peer social capital support emerging adults as they work towards their goals may differ and have important program implications. |
format | Online Article Text |
id | pubmed-9135862 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-91358622022-05-28 Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital Boat, Ashley A. Miranda, Alejandra Syvertsen, Amy K. J Youth Adolesc Empirical Research Social capital strengthens emerging adults’ ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address this gap, the current study examined how social capital derived from peers and near-peers contributes to emerging adults’ ability to actively mobilize social capital in pursuit of their education or career goals (i.e., self-initiated social capital) and, in turn, their education and career outcomes. A total of 841 emerging adults who participated in one of five community-based education and/or workforce support programs were surveyed (72% female; M(age) = 20.1, SD = 1.84; 35% Latinx, 30% Black, 19% Asian, 16% Other). Peer social capital was indirectly associated with outcomes (i.e., progress towards education/career goals, commitment to paying-it-forward, collective efficacy to change systems) via greater self-initiated social capital, whereas near-peer social capital was both directly and indirectly associated with outcomes. The mechanisms by which peer and near-peer social capital support emerging adults as they work towards their goals may differ and have important program implications. Springer US 2021-11-17 2022 /pmc/articles/PMC9135862/ /pubmed/34787785 http://dx.doi.org/10.1007/s10964-021-01540-x Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Empirical Research Boat, Ashley A. Miranda, Alejandra Syvertsen, Amy K. Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital |
title | Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital |
title_full | Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital |
title_fullStr | Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital |
title_full_unstemmed | Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital |
title_short | Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital |
title_sort | enhancing education and career pathways through peer and near-peer social capital |
topic | Empirical Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9135862/ https://www.ncbi.nlm.nih.gov/pubmed/34787785 http://dx.doi.org/10.1007/s10964-021-01540-x |
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