Social Position or School Participation? Access and Mobilization of Social Capital in a School-Based Network

Autor/inn/en	Quinn, Rand; Cox, Amanda Barrett; Steinbugler, Amy
Titel	Social Position or School Participation? Access and Mobilization of Social Capital in a School-Based Network
Quelle	In: Educational Researcher, 49 (2020) 1, S.44-55 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quinn, Rand)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X19898700
Schlagwörter	Social Capital; Social Networks; Parent School Relationship; Access to Information; Mothers; Grade 8; Early Adolescents; Parent Participation; Urban Schools; Race; Socioeconomic Status; Magnet Schools; Secondary School Students; Shared Resources and Services; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Sozialkapital; Social network; Soziales Netzwerk; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mother; Mutter; School year 08; 8. Schuljahr; Schuljahr 08; Elternmitwirkung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Sekundarschüler; Gemeinwirtschaft
Abstract	Through school-based networks, parents obtain information, practical help, and other resources. Because networks vary by size and structure, access to these resources is uneven. What accounts for differences in access to social ties and in the mobilization of those ties to provide resources? In this article, we analyze a network of mothers of eighth graders at a Philadelphia public school. With a near-complete census of network ties, we explore mothers' access to and mobilization of information and practical help through social ties. We find that mothers' school-based participation, rather than their race or class-based social position, is associated with resource access and mobilization. Importantly, greater levels of participation increase the likelihood that a mother will "provide"--but not "obtain"--information and practical help. Our results can help inform public policy and practice on family and community engagement in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01