The Analysis on the Influence of Family and School Social Capital on Academic Achievement of Senegalese Adolescents

[Purpose] The purpose of this study is to analyze the impact of family and school social capital on the academic achievement of Senegalese adolescents. Through the analysis results, we presented the impact of social capital at home and school, and discussed what efforts are needed to create social capital at home and school, considering the socio-cultural context and situation of Senegal. [Methods] This study used student and school principal data from PISA for Development Senegal sample data for analysis and conducted a multi-level modeling analysis to analyze the impact of student-level social capital at home and school-level social capital at school. [Results] The main analysis results are as follows. First, social capital within the family was found to help improve the academic achievement of Senegalese adolescents. Second, social capital within schools was found to have an inconsistent effect on adolescents' academic achievement. First, the academic achievement of school adolescents who responded that they had an emotionally close relationship with their teachers was found to be lower than that of school adolescents who did not. The academic achievement of adolescents in schools who responded that they received expectations for academic achievement from teachers was found to be higher than that of adolescents in schools that did not. [Conclusion]Regarding social capital within the family, if both parents have an amicable relationship with their children and are more interested in education and interact with their children, improved academic achievement can be expected. Given that different results were obtained for each subject regarding social capital in schools, there is a need for a more careful interpretation based on a review of the characteristics of each subject as well as the climate surrounding teacher-student relationships in Senegalese secondary schools. Lastly, in addition to policy efforts such as investing human and physical capital to improve the quality of teachers, there is a need to create a school climate in which teachers support and encourage the improvement of students' academic achievement based on equal gender awareness.