Social Capital and Education

Dr Katy VigursStaffordshire University

“Relationships Matter”: Phenomenon of Bridging Social

Capital

What do we mean when we talk about ‘capital’?

• ‘Capital’ refers to the range of resources that is possessed by individuals, groups, organisations and societies.

• This capital (or set of resources) potentially provides those who possess it with advantage and benefits in certain contexts.

Different Types of Capital

• Natural – e.g. forests, oceans, living organisms

• Financial – e.g. financial earnings & things you own

• Human – e.g. the skills & capabilities of people

• Cultural – e.g. level of education, attitudes, values and cultural tastes (assets that promote social mobility)

• Social – e.g. social contacts, relationships and social networks. Who we know and how we use them.

We’re going to focus on the role of

social capital in education

Networks for

learning?

First, we need to know a bit more about social capital…

1. What are the different types of social capital?2. What do these ‘types’ produce?3. What examples can we see in schools?

What is social capital?• Social capital = benefits gained from the social

relationships and networks you are part of.

• Different types/levels of social capital provide different types of benefits.

Types of Social Capital

• Bonding Social Capital

• Bridging Social Capital

• Linking Social Capital

Most people have access to all three

types to greater or

lesser extents

Bonding Social Capital

• Very strong, enduring relationships that are multifaceted (across lots of different contexts)

• Usually provide unconditional support in numerous ways. Feelings of safety. Belonging.

• Most often found in the family or a community of worship (e.g. belonging to a Church) or a very close group of friends

• WARNING: if people only have access to bonding social capital there can be negative consequences. E.g. exclusion of outsiders

Bridging Social Capital

• Comes from the connections between people who have a shared interest or concern but belong to other groups too.

• Usually found between colleagues, neighbours or between different groups within a community.

• Can provide access to new ideas, information, knowledge. Outward looking. Generate broader identities and reciprocity.

• Important for managing diversity and maintaining cohesion between different groups.

Bridging Social Capital

• Bridging social capital can occur ‘naturally’ because of where you are employed and your role in that organisation.

• It can also be developed deliberately. E.g. conscious professional networking, work experience programmes, the SPrED project.

• You have to look after the relationships that produce bridging social capital. In some cases levels may deplete if connections are not activated regularly.

Linking Social Capital

• Comes from connections developing between people in very different situations or contexts.

• Usually there is a hierarchical aspect to the relationship or a difference in power.

• Can enable those with ‘less power’ to access and leverage a wider range of resources than usually available.

• Can happen formally or informally.• Head Teacher Breakfasts V Professional

‘Smirting’

Can we use the concept of bridging social capital to interpret the

process and outcomes of SPrED?

Bridging Social Capital in SPrED

• SPrED participants to find someone who is new to the project. Tell them how bridging social capital has been developed and what benefits that has produced and for whom:

1. Who have you developed social connections with during SPrED? 2 examples each.

2. How did this happen? What conditions were necessary to build these connections?

3. What sorts of benefits have occurred as a result of these connections?

Reflections on bridging social capital in practice

• What occurred as a result of formal and structured activities?

• What occurred as a result of more informal processes?

• What have we learned?• What do future projects need to consider?• Is it useful to think about the types of social

capital that a project or activity could build or develop? Is this idea transferrable?

Building bridging social capital was one of SPrED’s fundamental aims?

Pairing schoolsPairing professionals

Observing others’ practice

Seeing things differently through ‘another pair of eyes’:

Benefits to professional pairs &Benefits to wider group

Capturing new ideas

“I’m going to steal that”

Programme design was crucial BUT importance of the

informal

Shared space (physical and virtual)

Opportunities for “Being silly together”

Further Reading

Allan, J. and Catts, R. (2012) (Eds) Social Capital, Children and Young People, Bristol: Policy Press. Baron, S., Field, J. and Schuller, T. (2000) (Eds) Social Capital: Critical Perspectives, Oxford: Oxford University Press.

Gilchrist, A. (2009) The Well-Connected Community: A Networking Approach to Community Development, Bristol: Policy Press.

Smith, M. K. (2000-2009). ‘Social capital’, the encyclopedia of informal education. http://infed.org/mobi/social-capital/ Retrieved: 1/5/15