Differences between Hispanic and Non-Hispanic Families in Social Capital and Child Development: First-Year Findings...

Area of Science:

• Child Development
• Sociology
• Education Policy

Background:

• Hispanic children in the U.S. face disadvantages compared to non-Hispanic Whites, partly due to social isolation and limited access to social capital.
• Social capital, comprising trust and shared expectations, is crucial for children's academic and social development, yet Hispanic families often lack strong ties to school systems.
• Existing research highlights economic disparities, but the role of social capital and school-community relations in child development requires further investigation.

Purpose of the Study:

• To investigate the impact of social capital on child development among Hispanic families.
• To evaluate the effectiveness of the Families and Schools Together (FAST) program in enhancing social capital and improving child outcomes.
• To examine potential disparities in program effects between Hispanic and non-Hispanic White children.

Main Methods:

• A school-randomized trial was conducted in San Antonio, Texas, and Phoenix, Arizona, involving approximately 1,300 children across 24 schools in the first year.
• The Families and Schools Together (FAST) program, an 8-week after-school intervention, was implemented in 12 schools, with 12 schools serving as controls.
• Data were collected from district administrative records and pre- and post-intervention surveys of parents and teachers.

Main Results:

• Pre-FAST surveys confirmed that Hispanic parents reported less extensive parent-school networks than non-Hispanic Whites.
• Post-FAST surveys indicated that parents in FAST schools developed more extensive social networks, with greater effects observed in Phoenix than in San Antonio.
• Children in FAST schools showed better behavioral outcomes in Phoenix, but not in San Antonio; effects on some outcomes appeared larger for non-Hispanic Whites than Hispanics.

Conclusions:

• The FAST program shows potential for increasing social capital and improving child behavioral outcomes, particularly in certain contexts like Phoenix.
• Variations in program effectiveness across cities and ethnic groups suggest that interventions must be tailored to local needs and cultural contexts.
• Further research is needed to understand and address potential disparities in intervention effects to ensure equitable benefits for all children.