Search results

Showing 1 – 2 of 2 results.

Curated

National Survey of Youth, 1972 (ICPSR 7593)

Released/updated on: 2006-03-30

Geographic coverage: United States

Conducted five years after NATIONAL SURVEY OF YOUTH, 1967 (ICPSR 3509), this study also was designed to measure the frequency and seriousness of delinquent activity among a representative sample of American boys and girls. Interviews were conducted in the spring of 1972 with 1,395 respondents who were 11 to 18 years old. Part 1 contains data gathered about the teenager's and his or her family's characteristics, including job history, family size, parents' education, attitudes toward school, school grades, peer group activities, dating history, self image, body image, physical health and maturation, attitudes about authority and youth culture, relationship with parents, political opinions and participation, and job aspirations. Part 2 contains each respondent's indication of which of 17 specific offenses he or she had committed in the previous three years. Information was coded on up to three incidents of each type of delinquency for each respondent. Data detailing the circumstances of each offense is also included. The 17 offenses are: (1) hitting a parent, (2) skipping school, (3) damaging property on purpose, (4) trying to get something by lying about age or identity, (5) trying to get something by lying about what you would do for a person, (6) taking something not belonging to you, even if you return it, (7) hurting or injuring someone on purpose, (8) threatening to hurt or injure someone, (9) trespassing on property, (10) trespassing in a house or building, (11) drinking beer or liquor without parental permission, (12) smoking marijuana, (13) using drugs (other than marijuana) or chemicals, (14) taking part in a fight with friends against other kids, (15) carrying a gun or knife, (16) taking a car without permission of the owner, and (17) "going all the way" with a member of the opposite sex. All but one offense match the list presented in the 1967 study. The additional offense, marijuana use, was added to reflect changes in American society since the first study was done.

Curated

Partially restricted

Simple Crosstabs

Social Capital and Children's Development: A randomized controlled trial conducted in 52 schools in Phoenix and San Antonio, 2008-2015 (ICPSR 35481)

Released/updated on: 2019-08-26

Geographic coverage: San Antonio, United States, Texas, Phoenix, Arizona

Time period: 2008-01-01--2015-01-01

The Social Capital and Children's Development data were collected in a study of the causal effects of social capital on levels and inequalities of children's social and cognitive development during the early elementary years. The study included 52 schools in Phoenix and San Antonio, including 3,084 first graders and their families, and over 200 teachers, with half the schools randomly selected for the intervention and half serving as controls. Children from low-income Latino families were a special focus of the study. The experimental design of this study allowed for testing of the causal role of social capital. Social capital here refers to trust and shared expectations embedded in social networks of parents, teachers, and children. For young children, social capital operates primarily through their relationships with their parents, enhancing development through mechanisms of social support and social control.

The research design was experimental: social capital was manipulated through a well-tested randomized intervention, Families and Schools Together (FAST), that enhanced social capital among parents, teachers, and children through an intensive after-school program and a 2-year follow-up program. FAST is intended to reduce parental isolation, enhance family engagement with schools, and strengthen family functioning; that is, to increase social capital between families and schools, among families, and within families to improve children's education and life-long outcomes. Key aspects of child development were assessed, including (a) social skills and problem behavior from standardized behavioral ratings by parents and teachers, and (b) grade retention, attendance rates, and third-grade reading and mathematics scores from school records. Social capital was measured with repeated surveys of teachers and parents that address the extent of social networks, parent involvement, trust, and shared expectations among parents, between parents and schools, and between parents and children. Demographic variables of this study include native language, years in the United States, date of birth/age, race/ethnicity, gender, and household composition.