"We're in This Together": Bridging and Bonding Social Capital in Elementary School PTOs

Autor/inn/en	Murray, Brittany; Domina, Thurston; Petts, Amy; Renzulli, Linda; Boylan, Rebecca
Titel	"We're in This Together": Bridging and Bonding Social Capital in Elementary School PTOs
Quelle	In: American Educational Research Journal, 57 (2020) 5, S.2210-2244 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murray, Brittany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220908848
Schlagwörter	Social Capital; Parent Teacher Conferences; Elementary Schools; Equal Education; Inclusion; Educational Opportunities; North Carolina + Suchen Sie Ihr Suchwort? Sozialkapital; Elementary school; Grundschule; Volksschule; Inklusion; Bildungsangebot; Bildungschance
Abstract	Scholarship on the links between families and schools encompasses contradictory notions about social capital and its relation to inequality. One view holds that schools can narrow inequality by generating dense relationships among families, while others suggest that advantaged parents can use these networks to hoard opportunities. This multiple case study analyzes qualitative data from diverse North Carolina elementary schools to learn how parents build and deploy social capital. We distinguish between bonding social capital, built in dense, homogeneous networks, and bridging social capital, gained through relationships across a social distance. Our analyses suggest that bonding alone is associated with opportunity hoarding; however, when schools are committed to building both bridging and bonding social capital, they can produce more equitable and inclusive schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01