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Spatially Bounded Online Social Networks and Social Capital:
The Role of Facebook
Nicole EllisonCharles Steinfield
Cliff LampeDepartment of Telecommunication, Information Studies, and Media
Michigan State University
Paper to be presented at the Annual Conference of the International Communication Association(ICA), June 19-23, 2006 in Dresden, Germany
Introduction
In this paper, we examine the use of an online social networking site by Michigan State
University undergraduates and its relationship to social capital formation and maintenance,
integration into college life, and psychological well-being. Facebook is an online social network
software application used by university students to articulate existing offline social connections
as well as forge new ones. The service constitutes a rich site for researchers interested in the
affordances of social networks (e.g., social capital and community formation), due to its heavy
usage patterns and technological capacities which bridge online and offline connections. Like
other social networking sites, such as Friendster, Tribe.net and MySpace, Facebook enables its
users to present themselves in an online profile, accumulate “friends” who can post comments on
each other’s pages, and view each other’s profiles. They can also join virtual groups based on
common interests, see what classes they have in common, and, via the profile, learn each others’
hobbies, interests, musical tastes, and romantic relationship status. At MSU, Facebook groups
range from affiliations based on political sensibilities (“Don't Blame Me, I Voted For Kerry”),
social inclinations (“I Drink, I Party, and Dammit I'm awesome!”), geography (“I Live In south
complex”), shared interests (“Underwater Hockey”), as well as categories that can best be
described as quirky (“The Derek Zoolander Center for Kids Who Can't Read Good and Want to
Learn to Do Other Stuff Good Too” – with 6352 members).
Facebook was created in February 2004 by Mark Zuckerberg, a student at Harvard
University. According to Zuckerberg, “The idea for the website was motivated by a social need
at Harvard to be able to identify people in other residential houses” (Moyle, 2004). Today
Facebook has more than 7.5 million registered members at over 2,000 U.S. colleges and is the
seventh-most-popular site on the entire Web with respect to total page views (Cassidy, 2006).
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The site is tightly integrated into the daily media practices of its users: the typical user spends
about 20 minutes a day on the site and two-thirds of them log in at least once a day (Cassidy,
2006). Capitalizing upon the success among college students, Facebook launched a high school
version of Facebook in early September 2005. In 2006, the company introduced communities for
commercial organizations such as Microsoft, Amazon and PepsiCo (Barton, 2006); at the time of
this writing, over 4000 organizations had created Facebook directories (Smith, 2006).
Although student reception to the affordances of Facebook has been enthusiastic, popular
press coverage has focused almost exclusively on the negative repercussions of Facebook use.
Many of these problems stem from misalignments between users’ perceptions about the audience
for their profile and the actual audience. Students have been reprimanded for including racist or
otherwise problematic content in their profiles and postings and for including inappropriate
information that might be accessible by future employers. At Northwestern University, for
example, Journalism students who joined such Facebook groups as the “Alliance for Unethical
Journalism” and “I Was Raped by a Medill Intern” aroused the consternation of Medill faculty
(Madrid, 2005). Additionally, privacy advocates fear that students may see Facebook as a safe,
“students only” space and include information, such as home addresses, mobile phone numbers,
and class schedules, which might encourage stalking or online identity theft (Stutzman, 2006).
Although there has been substantial media coverage of Facebook, there has been little academic
work exploring the phenomenon, and most of the current thinking is based on anecdotal evidence
as opposed to empirical data. It is this context – large numbers of highly embedded users, a
unique geographically-bound target audience, high visibility, and widespread public concern
coupled with few academic studies of the site – that motivated our investigation. In contrast with
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other Facebook research, our focus is cases in which the intended audience and the actual
audience are aligned, and what positive outcomes are associated with this kind of use.
Literature Review
Social Networking Software
Social networking sites are online spaces that allow individuals to present themselves,
articulate their social networks, and establish or maintain connections with others. These sites
can be oriented towards work-related contexts (e.g. LinkedIn.com), romantic relationship
initiation, or connecting those with shared interests such as music or politics (e.g.
MySpace.com). Users may use the sites’ communication tools to interact with those they know
from offline contexts, such as school, or they may use the sites to meet new people. The way in
which these sites allow for new connections to be made between individuals has resulted in
proposed legislation which would bar libraries and schools to block minors’ access to social
networking sites such as MySpace and Facebook (McCullagh, 2006). MySpace in particular has
generated public concern due to its large member base -- 78 million registered accounts
according to one source (Wright, 2006) – many of whom are teenagers.
There is little academic work examining online social networks. A 2005 survey of
academic community members found that 90% of the undergraduates participated in a social
network community, primarily Facebook, MySpace, and Friendster, and that many of them
disclosed personal information such as email address (Stutzman, 2006). In her ethnographic
work examining self-presentation and social connections among Friendster users, boyd (2004)
notes that users have a variety of motivations for using the site, including connecting with old
friends, meeting new acquaintances, dating, and furthering professional networks. In one of the
few pieces to examine this new breed of online fora, Donath and boyd (2004) point out that one
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of the chief hallmarks of these sites is that links between individuals are mutual, public,
unnuanced and decontextualized. In the sites that Donath and boyd examine, public displays of
connections serve to warrant, or signal the reliability of, one’s identity claims.
Social networking sites are distinguished from the first wave of virtual community sites
in that they allow for both maintenance of existing social ties and formation of new connections.
A hallmark of the early research on computer-mediated communication and virtual communities
in particular is the assumption that individuals using these systems would be connecting with
those outside their pre-existing social group or location, liberating individuals to form
communities around shared interests, as opposed to shared geography (Wellman et al., 1996).
However, some online community researchers have explored how online communities present
opportunities for people in a common offline community to extend their interaction. Such a
theme is articulated by Wellman et al. (1996), who note that “Although CSSNs [computer-
supported social networks] do transcend time and space, not all ties are either totally on-line or
off-line. Much on-line contact is between people who see each other in person and live locally”
(p.222).
Nonetheless, when online and offline social networks overlapped, the direction was
typically online to offline – online connections that resulted in face-to-face meetings. For
instance, Rheingold (2000) discusses members of the online WELL community getting together
for picnics, and Parks and Floyd (1996) report that one-third of their respondents had met their
online correspondents face-to-face. As they write, “These findings imply that relationships that
begin on line rarely stay there.” So, although early work acknowledged the ways in which offline
and online networks bleed into one another, many early virtual communities explicitly connected
people based on shared interests as opposed to shared geography and facilitated meetings
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between individuals with no previous offline connection. Today’s online social networking sites
are different in that they are structured to both facilitate meetings with new individuals as well as
maintain existing ties. However, there have been no empirical studies to date that measure the
extent to which members use these online social networking sites to maintain existing ties or to
form new ones.
This issue is certainly true for geographically-based social networking sites such as
Facebook, which may exemplify an understudied offline to online trend. Facebook distinguishes
itself from other online social networks in that it primarily serves a geographically bound
community (the campus) and by the fact that, at least for the college and university version of
Facebook , membership is restricted to those with a specific host institution email address. In this
sense, it is similar to the wired Toronto neighborhood studied by Keith Hampton and Barry
Wellman (e.g. Hampton, 2002; Hampton & Wellman, 2003). Their work supports the view that
information technology may enhance place-based community and facilitate the generation of
social capital. As in the “Netville” community studied by Hampton and Wellman, Facebook
members share more offline connections and are more likely to anticipate meeting one another in
offline spaces. In other contexts, anticipated face-to-face interaction has been shown to increase
the honesty of self-presentational messages (Gibbs et al., 2006). Facebook may therefore
necessitate a different set of research questions due to the fact that participants will be less likely
to play with their identities (and therefore to verify others’) due to the geographically bound
nature of the site.
The existing academic research on Facebook has focused on identity presentation and
privacy concerns (Gross & Acquisti, 2005; Stutzman, 2006) or analysis of the network structure
(Hamatake et al., 2005). Looking at the amount of information Facebook participants provide
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about themselves, the relatively open nature of the information, and the lack of privacy controls
enacted by the users, Gross and Acquisti (2005) argue that users may be putting themselves at
risk for attacks on both offline (such as stalking) and online (such as identify theft). While the
apparent schism between Facebook users’ imagined audience and the actual audience, in
conjunction with the highly public nature of the presentation, are cause for concern, we believe
an equally important research question concerns the question of whether Facebook users are able
to capitalize on the networking capacities of Facebook. Donath and boyd (2004) hypothesize that
online social networking sites may not increase the number of strong ties a person may have, but
could greatly increase the weak ties one could form and maintain because the technology is well-
suited to maintaining these ties cheaply and easily. As they write, “If this is true, it implies that
the technologies that expand one’s social network will primarily result is an increase in available
information and opportunities — the benefits of a large, heterogeneous network” (Donath &
boyd, 2004, p. 80). However, this argument has yet to be tested. We adopt the social capital lens
as a way to determine whether these sites are actually associated with increases in useful
connections, information and opportunities.
Social Capital: Online and Offline
In this paper, we are interested in the effects of social networking systems like Facebook
on the production of social capital, the resources accumulated through the relationships among
people (Coleman, 1988). The social capital concept is an elastic term with a variety of definitions
in multiple fields (Adler & Kwon, 2002), conceived of as both a cause and an effect (Williams,
2006). Bourdieu and Wacquant (1992) define social capital as “the sum of the resources, actual
or virtual, that accrue to an individual or a group by virtue of possessing a durable network of
more or less institutionalized relationships of mutual acquaintance and recognition” (p. 14). The
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resources from these relationships can differ in form and function based on the relationships
themselves. An alternative definition is provided by Huysman and Wulf (2004), who write,
“Social capital refers to network ties of goodwill, mutual support, shared language, shared
norms, social trust, and a sense of mutual obligation that people can derive value from. It is
understood as the glue that holds together social aggregates such as networks of personal
relationships, communities, regions, or even whole nations” (p. 1).
Social capital has been linked to a variety of social outcomes such as better public health,
lower crime rates, and more efficient financial markets (Adler & Kwon, 2002). According to
several measures of social capital, this important resource has been declining in the United States
for the past several years (Putnam, 2000). When social capital declines, a community
experiences increased social disorder, reduced participation in civic activities, and potentially
more distrust between community members. Increased social capital increases commitment to a
community, and ability to mobilize collective actions, among other benefits. Social capital may
also be used for negative purposes, but in general social capital is seen as a positive effect of
interaction between participants in a social network (Helliwell & Putnam, 2004).
For individuals, social capital allows individuals to benefit in a variety of ways in that
participation in a social network allows a person to draw on resources from other members of the
network and to leverage connections from multiple social contexts. These resources can take the
form of important information, employment opportunities, personal relationships, or the capacity
to organize groups (Paxton, 1999). Access to individuals outside one’s close circle provides
access to non-redundant information, resulting in benefits such as employment connections
(Granovetter, 1973).
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These loose connections are often referred to as “weak ties” (Granovetter, 1982). Within
social networks, the existence of gaps – i.e. the absence of direct links among all participants -
between connected individuals can actually increase the efficiency of information flows within
the larger network. Members of the social network who act as hubs tie together sub-networks
and act as brokering agents. Burt (2000) refers to these gaps in social networks as “structural
holes” and argues that networks operate more efficiently when structural holes exist, often by
supporting the importing and exporting of new information and ideas between sub-groups. Such
a process allows information to flow from one group in which it is common knowledge or
mundane, to another where it is new and may be more valuable.
Putnam (2000) distinguishes between bridging and bonding social capital. These weak
ties are closely linked to “bridging” social capital, which is inclusive and refers to loose
connections between individuals who may provide useful information or new perspective for one
another, but typically not emotional support. Alternatively, “bonding” social capital is found
between individuals in tightly-knit, emotionally close relationships, such as family and close
friends. We briefly highlight these two forms of social capital below, as well as a third form –
high school social capital - that we felt might address a particular need of college students
moving from home to their university locale.
Bridging Social Capital and the Internet. Putnam concludes that one of the main causes
of the decrease in social capital is the long-term decrease in participation in voluntary
associations like the Elks club or bowling leagues. Some researchers have claimed that online
interactions may supplement or replace those interactions that previously were formed in
voluntary organizations (Wellman et al., 2001). Since online relationships may be supported by
technologies like recommender systems, distributions lists, photo directories and search
9
capabilities (Resnick, 2001), it is possible that new forms of social capital and relationship
building might occur in online sites like Facebook. This kind of participation is closely linked to
bridging social capital and might be augmented by the sites like Facebook, which support loose
social ties, allowing users to create and maintain larger, diffuse networks of relationships from
which they could potentially draw resources (Donath & boyd, 2004; Resnick (2001); Wellman et
al., 2001). Indeed, studies of physical (i.e. geographical) communities supported by online
networks, such as the Netville community in Toronto or the Blacksburg Electronic Village, have
concluded that computer-mediated interactions have had positive effects on community
interaction, involvement and social capital (Hampton & Wellman, 2003; Kavanaugh &
Patterson, 2001; Kavanaugh et al., 2005).
Bonding social capital and the Internet. In Putnam's (2000) view, bonding social capital
reflects strong ties with family and close friends, who might be in a position to provide
emotional support or access to scarce resources. Williams (2006) points out that little empirical
work has explicitly examined the role of the Internet on bonding social capital, although some
studies have questioned whether the Internet supplements or supplants such strong ties. Quan-
Haase and Wellman (2004) review the literature on the Internet’s impact on social capital and
categorize the extant literature into three main arguments: the Internet transforms social capital
(by providing individuals with the means by which to find others with similar interests, to the
detriment of established offline communities); the Internet diminishes social capital (by
attracting people away from existing offline social networks); and the Internet supplements
social capital (by blending into and supporting existing social relations as well as facilitating new
ones). It is evident that the Internet facilitates new connections: the Internet provides people with
an alternative way to connect with individuals that share their interests (Horrigan, 2002; Parks &
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Floyd, 1996) or to identify new romantic partners (Ellison et al., 2006). These new connections
may result in an increase in social capital; for instance, a 2006 Pew Internet survey reports that
online users are more likely to have a larger network of close ties than non-Internet users and
that Internet users are more likely than non-users to receive help from core network members
(Boase et al., 2001). However, it is unclear how social capital formation occurs in a context in
which online and offline connections are closely coupled, as with Facebook. Williams (2006)
argues that although researchers have examined potential losses of social capital in offline
communities due to increased Internet use, they have not adequately explored online gains that
might compensate for this.
High School Social Capital. Social networks change over time as relationships are
formed or abandoned. Particularly significant changes in social networks may occur when a
person moves from the geographic location in which their network was formed. Putnam (2000)
argues that one of the possible causes of decreased social capital in the United States is the
increase in families moving for job reasons. Facebook’s target audience is college students, a
group that can be considered to be in a state of transition regarding social networks. We
therefore thought it would be useful to introduce a form of bridging social capital focusing on
connections from high school. Young adults moving to college leave friends from high school
with whom they may have established rich networks, and need to reformulate networks in their
new locale. In terms of benefits that may be accrued from social networks, completely
abandoning the network from high school would also be a loss of potential social capital.
Granovetter (1973, 1982) has suggested that weak ties provide more benefit when the weak tie is
unassociated with stronger ties, as may be the case for maintained high school relationships. To
test the role of maintained high school relationships as weak, bridging ties, we adapted questions
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about general bridging relationships, such as those in Williams (2006), to be specific to
maintained relationships with high school acquaintances.
Based on this brief review of the online social network and social capital literature, our
empirical analysis of one Facebook community is guided by three broad research questions:
RQ1: Who is using Facebook? Are there differences, such as by gender, year in school,
or residential status, between those who join and those who do not that might shed light on its
role in facilitating or hindering students' abilities to form and maintain social capital? Moreover,
are there differences on other psychological measures – such as self esteem or satisfaction with
life – between Facebook members and non-members?
RQ2: How are students using Facebook? Is there a difference in students' use of profile
elements, their motivations for using Facebook, or the extent to which they use it that can shed
light on its role in facilitating or hindering students' abilities to form and maintain social capital?
RQ3: What is the relationship between Facebook use and social capital? Does greater use
imply increase or decrease students' abilities to form and maintain various types of social
capital? Do different motivations for use, such as using Facebook explicitly to keep in touch
with old friends, or using it to explicitly to seek out new information and/or people, yield
different outcomes vis-a-vis social capital formation?
Method
A random sample of 800 Michigan State University undergraduate students was retrieved
from the MSU Registrar’s office. All 800 students were sent an email invitation from one of the
authors, with a short description of the study, information about confidentiality and an incentive
for participation, and a link to the survey. Participants were compensated with a $5 credit to their
“SpartanCash” accounts, used to purchase food, books, or other items. The survey was hosted on
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Zoomerang (http://www.zoomerang.com), a commercial online survey hosting site, and was
fielded in April, 2006. We focused on undergraduate users and did not include faculty, staff, or
graduate students in our sampling frame. Two reminder emails were sent to those who had not
responded. A total of 286 students completed the online survey, yielding a response rate of
35.8% (see Table 1 for sample demographics).
Table 1. Sample Demographics(N=286)
Mean or % (N) S.D.Gender: male
female34% (98)66% (188)
Age 20.1 1.64Ethnicity white
non-white87% (247)13% (36)
Income1 3.18 2.04Year in school2 2.55 1.07Home residence: in-state
out-of-state91% (259)09% (25)
Local residence: on campusoff campus
55% (157)45% (127)
Member of fraternity or sorority 08% (23) 1.01Hours of Internet use per day2 2 hours 56 min. 1:52Facebook members 94% (268)
1 1=under $20,000, 2=$20,000-$34,999, 3=$35,000-$49,999, 4=$50,000-$74,999, 5=$75,000 or more2 1=first year, 2=sophomore, 3=junior, 4=senior3 converted from ordinal scale using mid-point of response category (e.g. 1-2 hours = 1 hour 30 minutes)
Measures
Our instrument included four broad types of measures, briefly described below:
• demographic and other descriptive variables such as gender, age, year in school, local vs.
home residence, ethnicity, a measure of Internet use adapted from LaRose et al. (2005), and
whether respondents were Facebook members or not. These items are reflected in Table 1
above.
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• Facebook usage measures, including items covering time spent using Facebook, usage of
various Facebook features, and purposes for using Facebook. We further included a set of
items that measured users' perceptions that the people with whom they communicate are also
Facebook users.
• Psychological measures, including items measuring self-esteem as well as students'
satisfaction with their life at the university.
• Social capital measures, which served as our dependent variables. We adapted several
existing measures to reflect aspects of social capital we felt were most salient for this
population, as suggested by Quan-Haase & Wellman (2004): “The Internet leads to new
forms of social capital that cannot be easily captured with existing forms of measurement.
Thus, to assess the full impact of the Internet on social capital, researchers need to develop
new forms of measurement that complement existing ones” (p. 124).
Measures of Facebook Usage
Facebook Intensity. As shown in Table 2, this scale gives us a more nuanced measure of how
Facebook is being used than would simple items assessing frequency or duration of use. This
measure includes two self-reported assessments of Facebook behavior: the number of Facebook
“friends” and the amount of time spent on Facebook on a typical day. These items were designed
to measure the extent to which the participant was actively engaged in Facebook behaviors.
This measure also includes a series of attitudinal questions designed to tap into the extent
to which the participant was emotionally connected to Facebook and the extent to which
Facebook was integrated into one’s daily activities. Using a 5-point Likert scale, participants
rated the extent to which they agreed or disagreed with the following statements: Facebook is
part of my everyday activity; I am proud to tell people I’m on Facebook; Facebook has become
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part of my daily routine; I feel out of touch when I haven’t logged onto Facebook for a while; I
feel I am part of the Facebook community; I would be sorry if Facebook shut down. These two
sets of items were standardized due to their different scale ranges, and then averaged to create a
Facebook Intensity scale (Cronbach's alpha=.83).
Table 2. Summary Statistics for Facebook Intensity
Individual Items and Scale Mean S.D.
Facebook Intensity1
(Cronbach's alpha=0.83) -0.08 0.79About how many total Facebook friends do you have at MSU or elsewhere?0=10 or less, 1=11-50, 2=51-100, 3=101-150, 4=151-200, 5=201-250, 6=251-300,7=301-400, 8=more than 400 4.39 2.12In the past week, on average, approximately how many minutes per day have youspent on Facebook?0= less than 10, 1=10-30, 2=31-60, 3=1-2 hours, 4=2-3 hours, 5=more than 3 hours 1.07 1.16Facebook is part of my everyday activity 3.12 1.26I am proud to tell people I'm on Facebook 3.24 0.89Facebook has become part of my daily routine 2.96 1.32I feel out of touch when I haven't logged onto Facebook for a while 2.29 1.20I feel I am part of the Facebook community 3.30 1.01I would be sorry if Facebook shut down 3.45 1.14
1 Individual items were first standardized before taking an average to create scale due to differing item scale ranges.2 Unless provided, response categories ranged from 1=strongly disagree to 5=strongly agree.
Types of Facebook Uses. We explored how students used Facebook with several 5-point Likert
scale items that tapped two potential functions of Internet use: primarily information seeking
(Cronbach's alpha=.75) vs. more entertainment-oriented uses (Cronbach's alpha=.77).
Additionally, to investigate whether usage was more motivated by prior offline contacts or the
potential to form new online ones, we developed several items reflecting each. Both sets of items
are described in Table 3. In the former case, the items measured whether respondents used
Facebook to look up someone with whom they shared some offline connection (such as someone
they were friends with or with whom they shared a class or living area) (Cronbach's alpha=.70).
In the latter case, our instrument included several items that tapped the use of Facebook mainly
to make new friends without any reference to offline connection, but these did not correlate
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highly, and our final analysis incorporated only a single item measure: using Facebook to meet
new people.
Perceived Critical Mass. Another measure that tapped the extent to which Facebook usage was
influenced by prior connections is whether respondents felt that their contacts were also using
Facebook (Table 3). We called this scale ‘perceived critical mass,’ which was adapted from the
scale used by Ilie et al. (2005) in their diffusion of innovation study. The answers to these
questions were reported on a 5-point Likert scale. We also added two original items to the scale,
which resulted in a scale reliability of Cronbach’s alpha = .80.
Table 3. Summary Statistics for Motivations for Using Facebook
Individual Items and Scales1 Mean S.D.
Use Facebook for filling up free time, taking breaks, fun(Cronbach's alpha=0.77) 3.60 0.83I use Facebook to fill up free time 3.43 1.03I use Facebook to take a break from doing my homework 3.59 1.05I browse Facebook just for fun 3.77 0.92
Use Facebook to find out about events, trends, music, or get information(Cronbach's alpha=0.75) 2.25 0.78I use Facebook to find out about things going on at MSU 2.59 1.07I use Facebook to keep up to date on current trends 2.01 1.04I use Facebook to find out about new music or movies 1.85 0.91I use Facebook to get useful information 2.55 1.10
Off to Online: Use Facebook to connect with offline contacts(Cronbach's alpha=0.70) 3.64 0.79I have used Facebook to check out someone I met socially 3.99 1.05I use Facebook to learn more about other people in my classes 3.26 1.20I use Facebook to learn more about other people living near me 2.86 1.22I use Facebook to keep in touch with my old friends 4.42 0.86
On to Offline: I use Facebook to meet new people(single item measure) 1.97 1.03
Critical mass of friends on Facebook(Cronbach's alpha=0.86) 4.07 0.71Many people I communicate with use Facebook 4.22 0.81The people I communicate with will continue to use Facebook in the future 3.82 0.82Of the people I communicate with regularly, many use Facebook 4.17 0.78
1 Individual items ranged from 1 = strongly disagree to 5 = strongly agree, scales constructed by taking mean ofitems.
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Psychological Measures
Satisfaction with Life at MSU. The scale of satisfaction with life at MSU was adapted from the
Satisfaction with Life Scale (SWLS) (Diener et al., 1997; Pavot & Diener, 1993). The scale is a
short 5-item instrument designed to measure global cognitive judgments of one’s lives. The
answers to these questions were reported on a 5-point Likert scale. The reliability test for the
scale showed a relatively high reliability with Cronbach’s alpha = .87 (Table 4).
Table 4. Summary Statistics and Factor Analysis Resultsfor Self Esteem and Satisfaction with MSU Life Items
Factor Loadings1
Individual Items and Scales2 Mean S.D. Self EsteemSatisfaction
with MSU Life
Self Esteem Scale(Cronbach's alpha=0.87) 4.30 0.55I feel that I'm a person of worth, at least on anequal plane with others 4.50 0.60 0.80 0.05
I feel that I have a number of good qualities 4.54 0.57 0.76 0.03
All in all, I am inclined to feel that I am a failure(reversed) 4.27 0.86 0.74 0.10I am able to do things as well as most otherpeople 4.29 0.63 0.73 0.09I feel I do not have much to be proud of(reversed) 4.26 0.89 0.69 0.01
I take a positive attitude toward myself 4.17 0.75 0.76 0.27
On the whole, I am satisfied with myself 4.07 0.84 0.72 0.33
Satisfaction with MSU Life Scale(Cronbach's alpha=0.87) 3.55 0.74
In most ways my life at MSU is close to my ideal. 3.42 0.96 0.10 0.84
The conditions of my life at MSU are excellent. 3.54 0.91 0.12 0.87
I am satisfied with my life at MSU. 3.85 0.84 0.09 0.86So far I have gotten the important things I want atMSU. 3.74 0.81 0.12 0.79If I could live my time at MSU over, I wouldchange almost nothing. 3.18 1.05 0.11 0.66
1 Principal components factor analysis with varimax, explaining 62% of the variance.2 Individual items ranged from 1 = strongly disagree to 5 = strongly agree, scales constructed by taking mean ofitems.
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Self-Esteem. Self-esteem was measured by adopting the Rosenberg Self-Esteem Scale
(Rosenberg, 1989). It is one of the most widely-used self-esteem measures in social science
research. The answers to these questions were reported on a 5-point Likert scale. Our measures
resulted in a scale reliability of Cronbach’s alpha = .87 (Table 4).
Measures of Social Capital
Our three measures of social capital – bridging, bridging, bonding, and high school social capital
– were adapted from scales used in prior studies, with several new items added, and wording
changed to reflect the context of the study. The full set of social capital items were factor
analyzed to ensure that they did reflect three distinct dimensions (see Table 5).
Bridging Social Capital. This measure was intended to asses the extent to which participants
experienced bridging social capital. According to Williams (2006), “Putnam suggested that the
social capital derived from bridging, weak-tie networks is "better for linkage to external assets
and for information diffusion" (2000, p. 22)… Also, members of weak-tie networks are thought
to be outward looking and to include people from a broad range of backgrounds. The social
capital created by these networks generates broader identities and generalized reciprocity.
Putnam implied some criteria that were the starting points for theorizing: 1) outward looking; 2)
contact with a broader range of people; 3) a view of oneself as part of a broader group; and 4)
diffuse reciprocity with a broader community.” We therefore adapted five of Williams (2006)
Bridging Social Capital subscale and created three additional items intended to prove these
dimensions of bridging social capital in the MSU context. One item, “MSU is a good place to
be” was included because it loaded on the same factor and tapped into an outcome of bridging
social capital (Cronbach's alpha=.87).
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Table 5. Summary Statistics and Factor Analysis Resultsfor Social Capital Items
Factor Loadings1
Individual Items and Scales2 Mean S.D.
BridgingSocialCapital
BondingSocialCapital
High SchoolSocialCapital
Bridging Social Capital Scale(Cronbach's alpha=0.87) 3.81 0.53
I feel I am part of the MSU community 3.78 0.80 0.70 -0.24 0.13
I am interested in what goes on at MSU 3.98 0.64 0.73 -0.10 0.13
MSU is a good place to be 4.22 0.78 0.73 -0.12 0.18I would be willing to contribute money to MSUafter graduation 3.35 0.95 0.66 -0.04 0.13Interacting with people at MSU makes me wantto try new things 3.74 0.68 0.60 -0.04 0.15Interacting with people at MSU makes me feellike a part of a larger community 3.81 0.68 0.72 -0.09 0.23I am willing to spend time to support generalMSU activities 3.70 0.77 0.76 -0.10 0.16At MSU, I come into contact with new people allthe time 4.05 0.69 0.54 -0.17 0.13Interacting with people at MSU reminds me thateveryone in the world is connected 3.65 0.88 0.60 -0.07 0.04
Bonding Social Capital Scale(Cronbach's alpha=0.75) 3.72 0.66There are several people at MSU I trust to solvemy problems 3.22 1.01 0.17 -0.07 0.60If I needed an emergency loan of $100, I knowsomeone at MSU I can turn to 3.75 1.09 0.02 -0.18 0.76There is someone at MSU I can turn to for adviceabout making very important decisions 3.98 0.85 0.27 -0.09 0.76The people I interact with at MSU would be goodjob references for me 3.88 0.79 0.32 0.07 0.63I do not know people at MSU well enough to getthem to do anything important (reversed) 3.78 0.87 0.13 -0.23 0.61
High School Social Capital Scale(Cronbach's alpha=0.81) 3.77 0.67I'd be able to find out about events in anothertown from a high school acquaintance livingthere 3.59 0.88 0.20 -0.58 0.05If I needed to, I could ask a high schoolacquaintance to do a small favor for me 3.92 0.89 0.06 -0.86 0.18I'd be able to stay with a high schoolacquaintance if traveling to a different city 3.85 0.94 -0.02 -0.85 0.15I would be able to find information about a job orinternship from a high school acquaintance 3.58 0.89 0.11 -0.79 0.02It would be easy to find people to invite to myhigh school reunion 3.90 0.88 0.29 -0.56 0.14
1 Principal components factor analysis with varimax rotation, explaining 53% of the variance.2 Individual items ranged from 1 = strongly disagree to 5 = strongly agree, scales constructed by taking mean ofitems.
19
Bonding Social Capital. Bonding was assessed using a subset of the Internet Social Capital
Scales developed and validated by Williams (2006). Responses were reported on a 5-point Likert
scale. Five items were adapted to the MSU context (Cronbach’s alpha = .75.)
High School Social Capital. This original scale was inspired by our pilot interviews, media
coverage of Facebook, and anecdotal evidence that suggested keeping in touch with high school
friends was a primary use of Facebook. These items were adapted from traditional measures of
social capital which assess an individual’s ability to mobilize support or action (Cronbach's
alpha=.81).
Findings
Our first research question asked who is using Facebook. Given the incredibly strong
penetration of Facebook on college campuses, the short answer is just about all students. In our
sample, 94% of the students – keeping in mind that we only surveyed undergraduates – were
Facebook members. We investigated whether members and non-members differed significantly
along various demographic characteristics, and as shown in Table 6, there were few differences.
Neither gender, ethnicity, nor income appeared to relate to propensity to join Facebook. Older
students, and those who have been at school longer are significantly less likely to be on
Facebook, probably reflecting an effect of the recency which with the MSU Facebook
community began. There are slight indications that on-campus students might be more likely to
join than off-campus students, however this is likely related to age, as MSU requires first year
students to live on campus. Moreover, due to the small number of non-members, this effect is
not significant. Out-of-state students are also slightly less likely to be on Facebook, although
this again is not significant. Interestingly, all of the 23 fraternity and sorority members in our
sample were Facebook members, suggesting that peer influences might play a role. It is also
20
worth noting that GPA did not differ between members and non-members, and non-members
used the Internet as often as members. There are some tendencies for Facebook members to
report higher satisfaction with MSU life, bridging and bonding social capital, but these were not
significant due to the small number of non-members. However, members report significantly
higher high school social capital.
Table 6. Comparisons Between Facebook Members and Non-Members on Independent andDependent Variables
Members(N=268)
Non-Members(N=18) Sig. of Difference
Independent Variables Mean or % S.D. Mean or % S.D.T-test or Chi-
Square1 P2
Gender: male (n=98)female (n=188)
92.86%94.15%
7.14%5.85% 0.18
Ethnicity: white (n=247)non-white (n=36)
93.93%91.67%
6.07%8.33% 0.25
Age 20.12 1.63 21.22 1.48 2.79 **Income 3.18 2.05 3.22 2.02 0.02Year in school 1.50 1.07 2.28 .96 3.00 **GPA 3.21 3.30 .71Home residence: in-state (n=259)
out-of-state (n=25)94.21%88.00%
5.79%12.00% 1.22
Local residence: on campus (n=157)off campus (n=127)
95.54%91.34%
4.46%8.66% 2.08
Fraternity/sorority member (n=23)nonmember (n=263)
100.00%93.16%
0.00%6.84% 3.12
Hours of Internet use per day 2:56 1:49 2:58 2:30 0.05Self esteem 4.29 .56 4.44 .52 1.16Satisfaction with life at MSU 3.57 .72 3.29 .96 -1.54Bridging social capital 3.82 .51 3.62 .73 -1.57Bonding social capital 3.74 .66 3.44 .62 -1.85High school social capital 3.79 .65 3.37 .90 -2.64 **
1 Chi-Square likelihood ratios for nominal variables and two-tailed T-test scores assuming equal variances forcontinuous variables2 *=P<.05, **=P<.01, ***=P<.001, ****=P<.0001
Our second research question asked how students were using Facebook. As shown in
Table 2, students report spending between 10 and 30 minutes on average using Facebook each
day and report having between 150 and 200 friends on the system. They are significantly more
likely to use Facebook for fun and killing time (mean=3.60) than for gathering information
(mean =2.25)(t=22.62, p<.0001). They also report significantly more Facebook use involving
21
people with whom there is some offline connection - either an existing friend, a classmate,
someone living near them, or someone they met at a party (mean=3.64) - than for meeting new
people (mean=1.97) (t=26.14, p<.0001). Respondents were very likely to agree that their friends
are also using Facebook and would continue to do so (mean=4.07).
Further insight in Facebook usage patterns can be gleaned from Figures 1 and 2, which
show what elements respondents report including in their Facebook profile and who they believe
has seen their profiles, respectively. The fact that nearly all Facebook users include their high
school name in their profile (96%) suggests that maintaining connections to former high school
classmates is a strong motivation for using Facebook. Not surprisingly, 97% report that high
school friends had seen their profile. Ninety percent or more also reported that other friends as
well as people in their classes had seen their profile, further suggesting an offline component to
Facebook use.
Figure 1. Elements in Respondents' Facebook Profiles
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
My high
sch
ool
My re
latio
nship status
A ph
oto of ju
st m
e
My AI
M scree
n na
me
My cla
sses
A ph
oto with
me an
d ot
hers
My mob
ile num
ber
22
Figure 2. Who Has Viewed Respondents' Facebook Profiles
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
My high
sch
ool frie
nds
Peop
le in
my cla
sses
Other
friend
s
Tota
l stra
nger
at M
SU
Someo
ne I
met
at a
par
ty
Family
My re
siden
t men
tor
Tota
l stra
nger
ano
ther
cam
pus
Tota
l stra
nger
s no
t at a
sch
ool
My pr
ofes
sors
Administ
ratio
n
Law e
nfor
cemen
t
In order to explore RQ3 - how Facebook use related to the various forms of social capital
reported by students, we conducted three different regression analyses (see Table 7). First, in
model 1, we investigated the extent to which demographic factors, self esteem and the adapted
satisfaction with life scales, Internet use, and Facebook intensity predicted the amount of
bridging social capital reported by students. We also explored whether Facebook use interacted
with self esteem and satisfaction with MSU life. Overall, these factors explained nearly half of
the variance in bridging social capital. The results suggest that Facebook is having a large
impact on students' ability to develop and maintain bridging social capital at college. White
students are somewhat more likely to have bridging social capital than non-white students
23
(scaled beta=.08, p<.05)), as are students satisfied with life at MSU (scaled beta=.66, p<.0001).
Those who use Facebook more intensely report higher bridging capital (scaled beta=.34,
p<.0001). It is important to note that general Internet use was not a significant predictor of
bridging social capital. Facebook use interacted with the psychological measures, as shown in
Figures 3 and 4. Those reporting low satisfaction and low self esteem appeared to gain in
bridging social capital if they used Facebook more intensely, suggesting that the online social
network might be especially helpful for these respondents.
Table 7. Regressions Predicting Amount of Social Capital from Demographic, Attitudinal, and Facebook Variables
Model 1:Bridging
Social Capital
Model 2:Bonding
Social Capital
Model 3:High School
Social Capital
Independent Variables1ScaledBeta2 P3
ScaledBeta P
ScaledBeta P
Intercept 3.80 **** 3.73 **** 3.57 ****Gender: male -0.02 0.07 -0.02Gender: female] 0.02 -0.07 0.02Ethnicity: white 0.08 * 0.17 ** 0.23 ***Ethnicity: nonwhite -0.08 * -0.17 ** -0.23 ***Income 0.04 0.07 0.08Year in school 0.00 0.23 *** -0.09State residence: in-state -0.05 -0.09 0.06State residence: out-of-state 0.05 0.09 -0.06Local residence: on campus -0.04 0.13 ** -0.06Local residence: off campus 0.04 -0.13 ** 0.06Fraternity/sorority member -0.01 -0.07 -0.02Not member of fraternity/sorority 0.01 0.07 0.02Hours of Internet use per day -0.03 -0.01 0.26 *Self esteem 0.20 0.22 ** 0.30 ***Satisfaction with life at MSU 0.66 **** 0.40 *** -0.02Facebook (FB) intensity 0.34 **** 0.37 **** 0.37 ***Self esteem by FB intensity4 -0.35 ** -0.32 -0.11Satisfaction by FB intensity -0.51 *** -0.26 -0.08
with self esteem by FB intensitywith satisfaction by FB intensity
N=269F=18.83 **** Adj R2=.44F=19.92 **** Adj R2=.46
N=269F=7.60 **** Adj R2=.23F=7.48 **** Adj R2=.22
N=269F=5.88 **** Adj R2=.17F=5.40 **** Adj R2=.16
1 Nominal factors expanded to all levels2 Continuous factors centered by mean, scaled by range/23 *=P<.05, **=P<.01, ***=P<.001, ****=P<.00014 Only one interaction term was entered at a time in each regression – hence there are two sets of regressionsummary statistics. For brevity, except for the satisfaction by facebook use interaction term, all scaled betacoefficients in the table are from the regression that included the self-esteem by facebook use interaction term. Thepattern of significance of all other variables did not change when the satisfaction by facebook use term was enteredin place of the self esteem by facebook use term.
24
Figure 3. Interaction of Facebook Use Intensity and Satisfactionwith MSU Life on Bridging Social Capital
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
-2
Facebook Use Intensity
Bri
dg
ing
So
cial C
ap
ital
Low SatisfactionHigh Satisfaction
+2
Figure 4. Interaction of Facebook Intensity and Self Esteemon Bridging Social Capital
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
-2
Facebook Use Intensity
Bri
dg
ing
So
cial C
ap
ital
Low Self Esteem
High Self Esteem
+2
25
In model 2, bonding social capital was also significantly predicted by the intensity with
which students used Facebook (scaled beta=.37, p<.0001). Other factors that related to bonding
social capital were ethnicity (being white, scaled beta=.17, p<.01), year in school (scaled beta =
.23, p<.001), living on campus (scaled beta=.13, p<.01), self esteem (scaled beta=.22, p<.01),
and satisfaction with MSU life (scaled beta =.40, p<.001). General Internet use was not a
significant predictor of bonding social capital, and the interactions between Facebook use and the
two psychological measures were not significant. Overall, the included variables explained just
less than a quarter of the variance in students' reported bonding social capital.
Finally, we found the same strong connection between Facebook intensity and high
school social capital in model 3 (scaled beta=.37, p<.001). Interestingly, general Internet use
was a significant predictor of high school social capital (scaled beta=.26, p<.05). Ethnicity (being
white, scaled beta=.23, p<.001) and self esteem (scaled beta=.30, p<.001) were the other
significant variables in this regression, which overall explained 16% to 17% of the variance in
the dependent measure.
We further explored the Facebook - social capital relationship by examining whether
various types of Facebook use, and the extent to which existing friends used Facebook, predicted
the amount of each type of social capital (see Table 8). In Model 4 (Adj. R2=.16), results indicate
that having more friends who also use Facebook (scaled beta=.32, p<.001), using Facebook to
connect with offline contacts (scaled beta=.21, p<.05), and using Facebook for fun (scaled
beta=.18, p<.05) were positively associated with bridging social capital, while using it to meet
new people had a negative association (scaled beta=-.16, p<.01). These same factors did not
explain bonding social capital well (Model 5, Adj. R2=.06), with only having more friends who
use Facebook significant (scaled beta=.35, p<.01). In model 6 (Adj. R2=.13), high school social
26
capital was mainly explained by having friends using Facebook (scaled beta=.61, p<.0001),
although as with bridging social capital, using Facebook for meeting new people exhibited a
negatively association (scaled beta=-.16, p<.05).
Table 8. Regressions Predicting Amount of Social Capital fromMotivations for Facebook Use
Model 4:Bridging
Social Capital
Model 5:Bonding
Social Capital
Model 6:High School
Social Capital
Independent VariablesScaledBeta1 P2
ScaledBeta P
ScaledBeta P
Intercept 3.83 **** 3.75 **** 3.80 ****On to Offline: Use FB to meet newpeople -0.16 ** -0.12 -0.16 *Off to Online: Use FB to connectwith offline contacts 0.21 * 0.15 0.08Use FB for fun, filling up free timeor taking breaks 0.18 * 0.08 0.02Use FB to find out about events,trends, music, or get information 0.06 0.04 -0.03Extent to which friends andcontacts are using FB 0.32 *** 0.35 ** 0.61 ****
N=260F=10.67**** Adj R2=.16
N=260F=4.13 ** Adj R2=.06
N=260F=8.51 **** Adj R2=.13
1 Continuous factors centered by mean, scaled by range/22 *=P<.05, **=P<.01, ***=P<.001, ****=P<.0001
Discussion
Returning to our original research question, which probed the relationship between use of
Facebook – an online social network serving a specific geographic area – and social capital, we
can definitively state that there is a positive relationship between certain kinds of Facebook use
and the maintenance and creation of social capital. Although our methods do not allow us to
make a causal argument, intensive Facebook use is a significant predictor of bonding, bridging,
and high school social capital.
Unlike other contexts that help members create or maintain social capital, such as
exclusive social clubs, Facebook is open to all. Comparing members vs. nonmembers in our
sample, we see no real difference in demographics, with the exception of class year and age
27
(which is strongly correlated with class year). This is most likely due to the fact that Facebook is
a relatively recent phenomenon and we would expect more senior students to be less likely to
join. The high penetration, and lack of any systematic difference between members and non-
members suggests that Facebook is having broad appeal, is not excluding particular social
groups, and has not had a noticeable effect on students' grades (note: there is no correlation
between GPA and intensity of Facebook use).
Facebook constitutes a newer form of virtual socializing in which connections are
initially made offline and then migrated online, where they can be maintained easily and perhaps
deepened in part due to the depth of personal information provided by the site. Our participants
overwhelmingly used Facebook to keep in touch with old friends and to maintain or intensify
relationships characterized by some form of offline connection such as dormitory proximity or a
shared class. For many, Facebook provided a way to keep in touch with high school friends and
acquaintances. This was demonstrated through the fact that the most common information on
users' profiles was likely to be relevant for existing acquaintances trying to find them (e.g. their
high school), that nearly all users felt that their high school friends had viewed their profile, and
by respondents' self-reported types of use (connecting with offline contacts as opposed to
meeting new people).
This offline to online movement differs from much of the early work on computer-
mediated communication and virtual communities. Due in part to the structure of the site, which
blocks entry to those without a school email address and then places individuals into
communities based on their email address, as well as the intensely active social nature of a
28
college campus, Facebook embodies a geographically bounded context.1 The greater use of
Facebook for entertainment than for informational purposes at first seemed at odds with its role
in forming and maintaining social capital. However, even though this can suggest a passive
audience role, entertaining oneself via Facebook is fundamentally different then doing so
watching television, due to the increased activity necessitated by the site and the connectivity-
enhancing benefits.
Although we cannot say which precedes the other, Facebook does appear to play an
important role in the process by which students form and maintain social capital, with usage
associated with all three kinds of social capital included in our instrument. Higher scores on the
Facebook Intensity measure predicted increased levels of High School social capital, which
assessed the extent to which participants could rely on high school acquaintances to do small
favors. This kind of social capital speaks most clearly to the “strength of weak ties” outlined by
Granovetter (1973, 1982). College students who are able to connect with high school
acquaintances online will no doubt find it easier to keep in touch with these potentially useful
connections, who may be sources of new information and resources, though probably not close
emotional support.
Access to others who might provide close emotional support is expressed as bonding
social capital. We found that bonding social capital was predicted by high self-esteem,
satisfaction with MSU life, and intense Facebook use. Just as Facebook can be used as a low-
effort way to keep tabs on distant acquaintances, it can also be used to maintain close
relationships. For instance, in our pilot interviews, students discussed the “birthday” feature of
1 In May of 2006, Facebook began establishing company sites, and allowing members to choosedifferent networks to which they might belong. Nonetheless, college Facebook communitiesremain defined by those who have a school email account.
29
Facebook which allowed them to send greetings to friends on their birthday with minimal effort.
This kind of low-impact relational maintenance no doubt helps maintain strong bonds –
although, as Donath & boyd (2004, p. 80) point out, it may not necessarily increase the number
of strong ties an individual can maintain. Our findings suggest that the social affordances of tools
such as Facebook may in fact facilitate maintenance of strong bonds as well as the creation of
weak ones.
Our third dimension of social capital – bridging – assessed the extent to which
participants were integrated into the MSU community, their willingness to support the
community, and the extent to which these experiences broadened their social horizons or
worldview. Our findings suggest that those who use Facebook more intensely experience more
bridging social capital at MSU and potentially are more engaged with the MSU community.
Although our data do not speak to the mechanism through which this occurs, we can look to
participant reports about who is viewing their profile for insight. As depicted in Figure 2,
students report that the primary audience for their profile are high school friends and people they
know from an MSU context (such as a party or shared class, or “total strangers at MSU”).This
implies that highly engaged Facebook users are using Facebook to crystallize relationships that
might otherwise remain ephemeral. Haythornthwaite (2005) discusses the implications of media
that “create latent tie connectivity among group members that provides the technical means for
activating weak ties” (p. 125). Latent ties are those social network ties that are “technically
possible but not activated socially” (p. 137). Facebook enables participants to capitalize on weak
ties (such as “friending” a friend of a friend) and convert latent ties to weak ties (such as looking
up the profile of someone in a shared class and finding mutual areas of interest and possible
discussion topics). Facebook exposes users to new information both through these weak ties and
30
through the site itself, which has a mechanism for announcing parties and social events. These
weak ties will provide additional information and opportunities. Bridging social capital includes
dimensions such as “contact with a broader range of people; a view of oneself as part of a
broader group; and diffuse reciprocity with a broader community” (Williams, 2006). Because
bridging social capital provides benefits such as increased information and opportunities, we
suspect that participants who use Facebook in this way are able to get more out of their college
experience.
The consistent theme throughout our findings is that certain kinds of Facebook use
appear to facilitate the maintenance and formation of social capital of all kinds. Because the
college years are a unique developmental period in the life cycle and because the MSU Facebook
community is closely coupled with the geographically bounded MSU community, we are not
able to generalize these findings to other kinds of communities or social networking tools. It may
be that the positive outcomes linked to Facebook use discussed here are limited to this special
case in which the offline community is bounded spatially and the unique nature of the user
population (undergraduate students). However, the size of Facebook’s user base (7.5 million)
and the fact that it is currently being rolled out to other geographically-bound groups points to
the importance of empirical assessment of Facebook’s effects. Facebook may facilitate making
new friends, but also keeping in touch with old acquaintances – an extremely useful activity for
members of industry organizations as well as college students. As the old adage goes, Facebook
may help students and others accrue social capital riches as they “make new friends but keep the
old.” Rather than experiencing an impoverished social network, certain kinds of Facebook use
may allow users to accrue new silver while keeping old gold. However, students seem to gain
31
more when these new friends are based on some offline connection, as evidenced by the negative
relationship between using Facebook to meet new people and bridging social capital.
Of special interest to Internet researchers is the way in which Facebook use seemed to
support a “poor get richer” hypothesis, as opposed to the “rich get richer” findings reported in
other contexts (Kraut et al., 2002). One of our most interesting, and potential important, findings
is the special role Facebook seems to play in reducing barriers to participation among students
who suffer from low self esteem. We found that low self-esteem students who do use Facebook
more intensely are just as likely to have bridging social capital as their high self-esteem peers.
However, low self-esteem students who don't use Facebook intensely do not score as highly on
the bridging social capital measure, suggesting that they are not reaping the same benefits as
their Facebook-using peers. Facebook makes a significant difference for students who express
lower satisfaction with life at MSU, enabling them to accrue more bridging social capital. It also
seems to reduce barriers here as well, since otherwise we might expect dissatisfied students to
score lower on this measure.
Limitations to this study include the fact that we examined only one community, limiting
our ability to generalize to other contexts. Because we used a one–time survey, we cannot
establish causality. Additionally, our ability to assess the effects of Facebook membership were
hampered by the extremely low incidence of non-members in our sample, as was our ability to
test the effects of Facebook on different ethnic groups or international students. Because our
survey used self-reported measures of Facebook use, there is a chance respondents may have
mis-reported behavior or demographic information. Future research should pair survey data with
actual measures of use, such as information collected from actual profiles on the Facebook site.
32
Conclusions
This study provides a view of the role of Facebook on campuses that is very different
from those reported in the popular press. Our empirical results contrast with the anecdotal
evidence dominating the popular press in that we found social capital benefits associated with
certain kinds of Facebook use. Although there are clearly some image management problems
experienced by students as reported in the press and the potential for privacy abuses does exist,
our findings demonstrate a robust connection between Facebook usage and indicators of social
capital. In short, Facebook users can benefit from their online practices.
The strong linkage between Facebook use and high school connections suggests how
online social networks help maintain relations as people move from one offline community to
another. It may facilitate the same when students graduate from college, with alumni keeping
their school email address and using Facebook to stay in touch with the college community.
Such connections could have strong payoffs in terms of jobs, internships, and other
opportunities. Colleges may want to explore ways to encourage this sort of usage.
Finally, our findings do suggest that participants in bounded online communities – e.g.
where participants have a common offline affiliation, especially one that would lead to
opportunities for face-to-face meetings – are doing fundamentally different things than those
reported in the early virtual community literature. They are using the online channel less to meet
new people than to intensify and solidify relationships that started offline. This has important
theoretical implications for theories of computer-mediated communication and social networks.
33
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