CDHS
Social Capital and Adolescent Development
Training Resource Manual
[k]
Key Point
Jonathan Trinidad, M.A., Ph.D. Candidate
Department of Sociology
New York State University at Buffalo
Michael Farrell, Ph.D., Department Chair
Department of Sociology
New York State University at Buffalo
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Table of Contents
Keeping it organized
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Key Point
[1] Introduction • [2] Human capital • [3] Social capital • [4] Comparing human and social capital • [5]
Adolescent development • [6] Research examples • [7] Case scenarios • [8] Cultural capital • [9]
References
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
1
Introduction
Getting started
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Key Point
Using this resource manual • Additional resources • Keep in mind
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Notes
Using this Resource Manual
More than one way
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Key Point
This manual was designed to be used as a
complete guide or as a series of
independent handouts.
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Additional Point
The recommended sequencing of pages is listed in the table of contents.
However, you may choose to omit and reorganize pages as needed. Most
pages are designed to stand-alone if needed.
x
Example
You may, for example, only want to present information on human capital. In
that case, you could use the pages dedicated to human capital as handouts.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Additional Resources
Support material
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Key Point
This PowerPoint comes with a Training
Resource Manual, Participant Guide
and PowerPoint presentations.
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Additional Point
What you are reading now is the Training Resource Manual PowerPoint.
Use it to educate yourself on social capital and adolescent development. Since
this PowerPoint contains a lot of information, it is best used as an educational
tool for instructors, not for students.
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Additional Point
The Training Resource Manual Hard Copy contains all the same material in
this PowerPoint. Page from the manual can be used as classroom handouts.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Additional Point
The Participant Guide is a simplified version of the Training Resource Manual.
It contains only key points. It is best used as a workbook for students. Blank
space is provided on most pages for taking notes.
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Additional Point
The Participant Guide PowerPoint (see CD) contains all the same material
as the Participant Guide. Consequently, it is best used for presentations. The
slides contain only key points.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
If you plan on making only the Participant Guide available your
students, prepare your lecture using both the Manual and Guide. Teach using the Participant Guide
PowerPoint. Generally speaking, the Training Resource Manual and PowerPoint are for
Trainers/Presenters.
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Key Point
If you plan on making both the Participant Guide and Manual
available to your students, prepare using both the Manual and Guide. Teach one section at
a time by first reviewing a section from the Guide and then reviewing the corresponding pages from the
Manual. Teach using the Manual PowerPoint.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Notes
Moving On
Keep in mind
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Key Point
To maximize the utility of this handbook, keep
the following in mind as your read:
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Additional Point
Learn how the material stands alone. The young adult transition and social
capital theory are two independent bodies of literature. Depending on your
interests and needs, one area may be more interesting and/or useful.
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Additional Point
Learn how the material works in conjunction with each other. The young adult
transition is a useful case study in explaining capital/network theory.
Conversely, capital/network theory is a useful perspective in explaining the
young adult transition.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Key Point
Learning about human and social capital makes it easier for you to
identify it in the real
world.
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Additional Point
Learn new vocabulary. Network theorists have used this vocabulary for years.
Once you learn the vocabulary, you are better suited to identify these
concepts in the real world.
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Additional Point
Learn to mobilize these concepts in the real world. Social workers can take
active and appropriate measures when they see low social/human capital at
work.
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Additional Point
Focus on how human and social capital may impact successful transition into
adulthood. Do the two forms of capital impact the transition equally? Why or
why not?
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
2
Human Capital
Knowledge and skills
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Key Point
Multiple forms of capital • Defining human capital • Alternative definitions of human capital • Measuring
human capital • Comparing human capital • Moving on
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Notes
Multiple Forms of Capital
Distinguishing between forms
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Key Point
The word, “capital,” is used repeatedly in current research. As Schuller reports,
“the list of
different types of capital is growing fast: to natural, physical and financial capitals
are added organizational, intellectual, environmental and many more.”
Schuller (90)
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Key Point
In this handbook we
distinguish between human and social capital.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Additional Point
Social workers today should know differences and similarities between the
human and social capital. They should be able to identify and predict how each
form of capital affects the wellness of their clients.
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Additional Point
In this resource manual we are primarily concerned with social capital.
However, we begin with human capital as a point of comparison.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Notes
Defining Human Capital
You and the economy
[d]
definition
Human capital is defied as, “the knowledge, skills, competences and other attributes
embodied in individuals that are relevant to economic activity.”
Schuller (90)
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Additional Point
Another way to think about human capital is, what knowledge and skills do
individuals possess which allows them to make economic contributions to
society? What can the individual do for the economy?
“”
Reference
“The underlying implication of human capital perspective is that investment in
knowledge and skills brings economic returns.”
Schuller 91
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Alternate Definitions of Human Capital
Because it helps to say it another way
[d]
definition
There are many ways to define human capital.
What follows is a collection of
important citations. Some may make more sense to you than others.
“”
Reference
Human capital refers to, “the specific skills or abilities that one may acquire in
order to increase his or her personal efficacy.”
Young Jr. (1999:204)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Measuring Human Capital
How much do I have?
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Key Point
The basic measure of human capital is years
of schooling and qualifications
achieved such as degrees and certifications. Schuller (2001:98)
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Additional Point
Human capital is often measured by years of schooling and highest earned
degree. That is, how qualified is an individual? In theory, the higher one’s
education, the higher one’s financial contribution to the market and society.
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Additional Point
Understandably, assessing a person’s skills based solely on education can be
inaccurate. It continues to be a common measurement because it is a quick
point of reference.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Comparing Human Capital
Who has more?
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Key Point
Human capital varies between individuals.
Some people are more educated.
Some people have better skills. Whether we know it or not, we frequently make judgments about others’
human capital. Consider the following Example.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
?
Question
You are the owner of corner store and are in need of a new cashier for the
evening shift. The job involves working alone. There are three applicants.
Who do you hire? What factors do you consider?
Agatha is 16 and currently in high school. She is a C+ student and does not
plan on attending college when she graduates. If hired, this would be her first
job.
Mark is 19 and sophomore in college. He is B- student majoring in business
administration. Last summer he worked as a stock boy for a local hardware
store.
Jane is 26 and is in her final year of law school. She has an extensive résumé
including several internships at prestige law firms.
=
Answer
Mark is the common choice because his human capital best matches the
cashier position. Agatha lacks human capital. Jane has too much. The point
is we make accurate judgments on human capital relatively easily.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Moving On
Now that we know more about human capital…
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Key Point
Having reviewed human capital, we now turn our attention to social
the following chapter we define social capital and explain why and how it works.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
capital.
In
3
Social Capital
The network
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Key Point
Defining social capital • A second definition of social capital • Alternative definitions of social capital •
Building social capital • Mapping social capital • Measuring social capital • The importance of civic
engagements • Why does social capital work? • Information flow • Illustrating information flow • Influence •
Illustrating Influence • Social credentials • Illustrating social credentials • Reinforcing identity • Illustrating
reinforcing identity • Moving on
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Notes
Defining Social Capital
According to Coleman
[d]
Definition
Two definitions of social capital frequently appear in the research. The first definition was popularized by
Coleman. According to Coleman, social
capital of the family is strength of the
relationships between children and parents. Coleman (1988); Mitchell (1994:653); Qian & Blair
(1999:606)
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Additional Point
It is social capital – the bond between parents and children – which makes the
flow or resources possible. Parents may be rich with resources, but children
only benefit from those resources if there is a strong relationship between
them.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[d]
Definition
“A child may have a talented and highly educated parent and thus be genetically endowed with great
potential…, but interactions
with that parent are needed to convey
encouragement and expectations…”
Bianchi & Robinson (1997:333)
“”
Reference
“The social capital of the family is the relations between children and
parents… That is, if the human capital possessed by parents is not
complemented by social capital embodied in family relations, it is irrelevant to
the child’s educational growth that the parent has a great deal, or small
amount of human capital.”
Coleman (1988:110)
“”
Reference
“Social capital, like human capital, increases children’s future productivity, but
investments depend on the relationships in which children are embedded…
Social interaction with parents thus can create resources that will enhance the
child’s realization of his or her potential for achievement and later success.”
Bianchi & Robinson (1997:333)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
“”
Reference
“Parents with high educational attainment and/or high income tend to pass on
their educational and resource advantages to their children in a variety of ways.
They can become involved in their children’s school programs, and they have
higher aspirations for the children, ultimately resulting in higher educational
aspirations by the children themselves. However… these two types of capital
do not benefit the children if social capital is not in place. It is social capital –
strength of the relationship between parents and children – that is critical in
shaping youngsters’ human capital…”
Qian & Blair (1999:606)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Notes
A Second Definition of Human Capital
According to Lin
[d]
Definition
Social capital is also defined as, an
investment in social relations with
expected returns in the marketplace. Lin (2001:19)
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Additional Point
Said another way, when individuals interact with each other they build a social
network of resources. Individuals often rely on their networks for profit.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
“”
Reference
“Social capital may be defined as investment and use of embedded resources
in social relations for expected returns.”
Lin (2000:786)
“”
Reference
“This general definition of social capital is consistent with various renditions by
all scholars who have contributed to the activity (Bourdieu 1980, 1983, 1986;
Lin 1982, 1995a; Coleman 1988, 1990; Flap 1991, 1994; Burt 1992; Putnam
1993, 1995a; Erickson 1995, 1996; Portes 1998).”
Lin (2001:19)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Notes
Alternative Definitions of Social Capital
Because it helps to say it another way
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Key Point
The study of social capital spans several disciplines including political
science, economics, psychology, sociology, history, and education. As a result, social capital has been
defined numerous ways. What follows is a collection of important citations. Some may make more sense
to you than others.
“”
Reference
“For the majority of writers, social capital is defined in terms of networks, norms
and trust, and the way these allow agents and institutions to be more effective
in achieving common objectives.”
Schuller 2001:91
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[q]
Quote
“Social capital refers to social relationships from which an individual is potentially able to derive institutional
support, particularly support that includes the delivery of knowledge-based resources, for example,
guidance for college admission or job advancement.”
Ricardo (1995:119)
“”
Reference
“Social capital is defined as a resource which inheres in the structure of
relations between actors and among actors and is productive, making possible
the achievement of certain ends that in its absence would not be possible.”
Mitchell 1994:653
“”
Reference
“Social capital focuses on networks: the relationships within and between them,
and the norms which govern these relationships… trusting relationships are
good for social cohesion and for economic success.”
Schuller 2001:92
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
“”
Reference
“Social capital refers primarily to resources accessed in social networks.”
Lin (1999:471)
“”
Reference
“Through social capital, actors can gain direct access to economic resources
(subsidized loans, investment tips, protected markets); they can increase their
cultural capital through contacts with experts or individuals of refinement or,
alternatively, they can affiliate with institutions that confer valued credentials…”
Portes (1998:4)
“”
Reference
Social capital refers to the, “ability to secure benefits through membership in
networks and other social structures.”
Young Jr. (1999:204)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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Notes
Building Social Capital
The marketplace
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Key Point
According to Lin, we build social capital by investing relationships for returns in the marketplace. But what
exactly is the marketplace? Traditionally, we think of it as economic sector, but the
marketplace
also includes the political, occupational and community sectors.
Lin (2001:19)
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Additional Point
Our network of resources extends beyond the economic sector. We can profit
from political, professional, and social ties. We can build social capital in any of
these sectors.
x
Example
Not all profit is economic. Living next door to a police officer won’t improve
your financial situation, but it will make you feel safer. Being friends with a
carpenter won’t make you more popular, but it will help when your teenager
drives her car into your living room.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Mapping Social Capital
Real examples of social capital
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Key Point
In the same way material resources travel between people, so too does social capital. As such, we can
know
the members of your social network and the resources they
provide. Lin (2001:20)
build a “road map” outlining the flow of resources. The first step in mapping social capital is to
?
Question
Make a list or a diagram mapping out your social network. What social
relations are important to you? Why? What resources are made available
because of your network? What resources do you provide in your network?
=
Answer
A lawyer friend may provide you with free consultation. A doctor friend may
give you free medical advice. A self-employed sibling may offer you part-time
work. A friend may drive you to the hospital. All are Examples of personal gain
from our network.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Measuring Social Capital
How much do I have?
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Key Point
Unlike human capital which is relatively easy to measure (i.e. years of education, income), measuring social
The most popular measurements include attitudes,
values and civic engagements.
capital is more abstract.
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Additional Point
As Schuller argues, the abstract nature of social capital allows it to give,
“greater prominence to informal modes of learning, and the skills acquired
through learning-by-doing. Network membership provides access to important
information and ideas.”
Schuller (2001:98)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
The Importance of Civic Engagements
Why social capital works
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Key Point
Social capital works because of civic engagements. Volunteer associations such as churches, block clubs,
political parties, and special interest groups increase
the size and depth of one’s
network which in turn increases one’s social capital.
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Additional Point
As the following example illustrates, resources become available through civic
engagements. As a general rule, the more engagements one has, the more
social capital. Similarly, the stronger one’s engagements, the more social
capital.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
x
Example
Becoming an active member at a local church provides much more than
religious support. Church members frequently rely on each other for
instrumental support services such as child care, youth programming, family or
marital counseling, etc. In addition, members of a church often provide their
professional services to each other for free or reduced cost.
The point is, these resources become available because of one’s civic
engagement with the church.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Why Does Social Capital Work?
Four reasons
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Key Point
broad
benefits of social capital which include information, influence,
social credentials, and reinforcement.
Like economic capital, social capital improves the outcome of our actions. Lin names four
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Additional Point
Said another way, social capital can improve our lives because it is a resource.
According to Lin, information, influence, social credentials and reinforcement
are four characteristics of social capital that make it a resource.
x
Example
When we are deprived of economic capital we lack buying power. Likewise,
when we are deprived of social capital, we lack information, influence, social
credentials, and reinforcement.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Information Flow
Why social capital works: Reason 1
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Key Point
Being ideally located in
a network makes you better informed to market needs.
Social capital works because it facilitates the flow of information.
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Additional Point
In any network there are strategic and hierarchical positions privy to information
and opportunities not available to others. Individuals with high social capital
often have better access.
x
Example
Consider the social capital differences between a boss and his employee.
Generally speaking, when a job opportunity opens up at work, the boss
becomes aware of it before the employee. Consequently, the boss is able to
capitalize on it first.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Illustrating Information Flow
How does information travel?
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Key Point
It’s impossible for one person to know everything. Consequently, individuals often use their networks to
access missing information.
“If I don’t know, I may know someone who
does.”
?
Question
To demonstrate information flow, describe a situation where you were granted
information or an opportunity because of your social capital. In other words,
why was the opportunity available to you and not others?
=
Answer
A common Example is employee discounts. Individuals may receive prior
notice on a clearance sale or an additional discount because they know an
employee. Another common example is job promotions. Individuals may
receive prior notice on a job opening because they are friends with the boss.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Influence
Why social capital works: Reason 2
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Key Point
Social capital works when members
of our network exert their influence on
important actors for someone else’s benefit.
x
Example
A co-worker may have better standing with your boss than you do. Asking your
co-worker to put in a good word for you is an example of influence. Your
personal gain is made possible when a member of your network exerts their
influence.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Illustrating Influence
Put in a good word for me
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Key Point
We all know what it’s like to have a friend exert their influence for our benefit.
what it’s like to exert our influence for a friend’s benefit. Let’s talk about it.
We all know
?
Question
Describe a situation when you used your good standing to help a friend. Or,
describe a situation when a friend used their good standing to help you.
=
Answer
A common Example is job promotions. Your chances of standing out for a
promotion increase when you have a colleague influencing your boss.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Social Credentials
Why social capital works: Reason 3
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Key Point
Social capital works because others
are aware of your social credentials or
your accessibility to resources through social networks. Others see you
as a gatekeeper to specific resources.
[d]
Definition
Think of social
you.
credentials as the collection of resources available to
The more valuable the resources available to you, the higher your social credentials.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Illustrating Social Credentials
I not only see you, I see what you can do for me
[k]
Key Point
Social credentials is an abstract concept.
To better understand how social capital
relies on social credentials, let’s consider how financial capital relies on financial credits.
Time for an
analogy.
x
Example
Consider the following analogy. Paper currency has no real value. It is merely
ink and paper. It gains its value because we recognize it as a gateway to
resources.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
?
Question
What would happen if individuals failed to recognize paper money as a
financial credit? How can we use this analogy to explain social credentials and
social capital?
=
Answer
Financial capital relies on our ability to see value in money. So too, social
capital relies on our ability to see value in a good working relationship with the
boss. The flow of financial and/or social capital would collapse if we failed to
view and capitalize on such things as gateways to resources.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Reinforcing Identity
Why social capital works: Reason 4
[k]
Key Point
Social credentials is an abstract concept.
To better understand how social capital
relies on social credentials, let’s consider how financial capital relies on financial credits.
Time for an
analogy.
+
Additional Point
Said another way, the flow and control of social capital works because
individuals are entitled to resources. Members within our network recognize us
as individuals with social capital rights. Said simply, social capital is legitimized
by our identity and reinforced by our social network.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Illustrating Reinforcing Identity
You are worthy
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Key Point
Doctors, by virtue of their profession, are entitled to a certain level
of income. But what else are they entitled to? Let’s consider how identities merit not only financial
capital, but also social capital.
x
Example
Doctors and cashiers are both entitled to financial capital. The type and degree
is determined by the societal recognition of the identity. Doctors are held to
higher esteem, thus they get paid more.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
?
Question
Based on the previous example, explain why social capital differs between a
doctor and cashier?
=
Answer
Social capital works like financial capital. Recognition of the identity
determines the type and degree of social capital. Doctors are held to higher
esteem than cashiers, which legitimizes their claims for higher social capital.
As Lin argues, there is, “public acknowledgment of one’s claim to certain
resources.”
Lin (2001:20)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Moving On
A comparison
[k]
Key Point
Having reviewed human and social capital, it’s now time to make a quick comparison.
human and social capital differ?
How does
Why is it important to distinguish between the two?
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
4
Comparing Human and Social Capital
Key Differences
[k]
Key Point
The fundamental difference • What can you do for others • One versus many • Moving on
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
The Fundamental Difference
In simplest terms
[k]
Key Point
The key difference between human and social capital is that human
capital focuses on individual agents versus social capital which focuses on relationships between agents
and the networks they form. Schuller (2001:97)
+
Additional Point
Said another way, human capital focuses on one’s personal resources. What
am I capable of? Social capital focuses on one’s access to collective
resources. What resources are available to me because of my relations with
others?
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
The differences between human and social capital have been explained
numerous ways. Some of the following references may make more sense to you than others.
[q]
Quote
“In order to create well-being in children, financial and human capital must be accompanied by
social relationships that allow resources to be transmitted to and
used by children.” Teachman et al. (1997:1356)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
“”
Reference
“Lin argued that there are two types of resources an individual can gain access
to and use: personal resources and social resources. Personal resources are
resources possessed by an individual and may include ownership of material
as well as symbolic goods (e.g., diplomas and degrees). Social resources are
sources accessed through an individual’s social connections. Depending on
the extensity and diversity of their social connections, individuals have
differential social resources.”
Lin (2001:21)
“”
Reference
“Social capital represents a filter through which the financial and human capital
of parents is transmitted to and used by children.”
Teachman et al. (1997:1345)
“”
Reference
Human capital is, “the skills and capabilities of individuals that are used in the
service of goals, and social capital, is the resources inherent in relationships
that assist in this process.”
Gore (2003:372)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
What Can You Do For Others?
A simple illustration
[k]
Key Point
Schuller sums it best when he states, “individuals
and their human capital are
not discrete entities that exist separately form the rest of other social units.” Schuller (98)
+
Additional Point
Don’t forget individuals are embedded within networks. Within a network, your
human capital can become another’s social capital.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
?
Question
Bob is a doctor. What is Bob’s human capital? Explain how his human capital
can be social capital to his friends.
=
Answer
Bob’s medical qualifications and schooling as a doctor are his human capital.
He uses human capital to pursue his career. Bob’s friends, however, also
benefit from his human capital. As a doctor, Bob can provide them with
medical resources. When Bob’s friends call on him, they mobilize his human
capital as their social capital.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
One Versus Many
Strength in numbers
[k]
Key Point
Another way to illustrate the difference between human and social capital is by
comparing the
resources of one versus the resources of many.
Often times, a group of
people can complete a task better and more efficient than one person alone.
+
Additional Point
Again, human capital is likened to one’s personal resources, mainly socioeconomic status. Social capital is likened to the resources one has access to
because of group membership.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
?
Question
Describe a time when a team of people were able to accomplish a goal no one
person could do alone. What kind of resources did you provide to the team?
What kind of resources did your co-workers provide? Explain in your own
words how this is an example of social capital.
=
Answer
The key point is that some resources are only available because of one’s social
connections. Without the connections, one is restricted to his/her own power.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Moving On
Applying what you have learned
[k]
Key Point
Having reviewed and compared human and social capital, we
concepts to the real world.
can now apply these
Specifically, we focus on effects of social capital on the
young adult transition, the stage in the lifecourse when adolescents mature into adults.
Let’s learn
more about the young adult transition.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
5
Adolescent Development
How does social capital enhance the young adult transition?
[k]
Key Point
The young adult transition • The rise of the young adult transition • Not all transitions are equal • Rates of
success • Social capital and the transition • Moving on
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
The Young Adult Transition
Moving beyond adolescence
[k]
Key Point
The period of life between adolescence and adulthood has often been referred to as the young adult
transition. It is a particularly
balance freedom and responsibility.
volatile time for development whereby individuals learn to
+
Additional Point
The young adult transition is the stage of life when individuals weigh internal
desires, personal needs and unique skills against the external pressures of
finding a career, becoming independent, and raising a family.
x
Example
Lucia may want to be an artist, but it might be more financially responsible to
attend business school. Paulo might want to by a new pair of sneakers, or he
could pay his car insurance. Nancy may want to go out for drinks, or she could
care for her unborn baby.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
The Rise of the Young Adult Transition
The basics
[k]
Key Point
As was described earlier, the period of life between adolescence and adulthood has often been referred
to as the Young Adult Transition.
Let’s consider how this transitional stage
developed.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
+
Additional Point
Three major factors have contributed to creation of the Young Adult Transition
as a stage of life, the first of which is prolongation of education. Increasingly,
jobs in today’s workforce require advanced and professional degrees, forcing
adolescents to refrain from paid work in favor of additional school.
A second major factor is the growth of the period of non-family living after
leaving the parent’s home and before forming one’s own household. That is,
individuals are spending more time living away from their families and are in
less of a rush to start their own families.
A third major factor that has contributed to the creation of the young adult
transition as stage of life is the delay in marriage and childbirth. Individuals are
not in a rush to assume the responsibility of becoming a spouse or child-rearing
adult.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
Cumulatively, these factors – Continued
education, non-family living, and
delay of marriage and childbirth – result in a prolonged period of transition from child to
adult.
+
Additional Point
Said another way, Continued education, growth of the period of non-family
living, delaying marriage and childbirth are major factors that have contributed
to the creation on the young adult transition as a stage of life.
+
Additional Point
Individuals aren’t assuming adult responsibilities such as full-time work,
marriage, and raising a family as early as their parents and grandparents did.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
+
Additional Point
The transition from adolescence to adult is about taking on the responsibility of
adult roles. Delaying entrance into paid work, parenthood, marriage, and family
life prolongs the transition from adolescence to adulthood. Individuals
effectively evade adult responsibility.
x
Example
I don’t want to work yet. I don’t want to get married yet. I don’t want kids yet. I
don’t want to live with my family anymore.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Not All Transitions Are Equal
What makes for a successful transition into adulthood?
[k]
Key Point
The young adult transition is a difficult period of life for all adolescents, but
experience the same degree of difficulty.
not all adolescents
What makes the transition easier or
more difficult for some?
?
Question
From your experiences in the field, what factors make the adolescent
experience more difficult? What factors make it easier? Are there any
variables that are a good indicator of how difficult the transition will be? For
example, how do family income and/or size affect adolescent development?
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
=
Answer
Research, for example, indicates that African Americans are more likely than
whites to come through the young adult transition in ways that can negatively
affect later life development. To explain this trend, some literature has pointed
to the, “disappearance of marriage” among African Americans. Others talk
about the additional handicaps experienced by African American men and
women during this stage of life including the lack of suitable role-models, cycles
of poverty, and “the consequences of slavery.” In this manual, we focus on the
effects of social capital.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Rates of Success
Successful transition varies by race
[k]
Key Point
Research suggests the ease and success of the young adult
transition varies by race and ethnicity. Hardships during adolescent development
may account for future socio-economic status discrepancies along racial and ethnic lines as young
people transition into paid work.
+
Additional Point
One of the markers of a successful transition into adulthood is education, such
as earning a high school degree. High school completion rates for those 25
years old and older differ according to race: 94% of whites, 86% of blacks, and
62% of Hispanics have completed their high school degree. What accounts for
the discrepancy between whites and non-whites?
+
Additional Point
The growing divide between the middle and working class follows ethnic and
racial lines. The median family income for white families is 51,224 versus
21,778 for blacks.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
African Americans are
more likely than whites to come through the young adult transition
in ways that can negatively impact later life development.
Demographic research done in the last decade and a half indicates that
+
Additional Point
Regarding work, secondary education is increasingly needed to participate in
the changing technology and service-driven economy. The best jobs are
reserved for those with advanced degrees. College completion rates for those
25 years and older also differ according to race: 28% of whites and 16% of
blacks have completed their college degree.
+
Additional Point
Amongst the poorest households in the nation are those headed by single
mothers. The percentage of 25 year old black women who are single mothers
is 17% compared to 4% for whites.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Social Capital and the Transition
Enhancing the transition
[k]
Key Point
To explain the racial and ethnic differences in the young adult
transition, some scholars have pointed to social capital. Social
capital, it is argued, can affect the timing and preparedness of adolescents transitioning into adulthood.
+
Additional Point
Higher levels of social capital, for example, ensure adolescents do not leave
the nurturing home environment too early and engage in high-risk behavior.
Parents can provide support and encouragement as their children progress
through school. This role-modeling, a form of social capital, reduces a child’s
interest to leave the home prematurely.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
“”
Reference
“It is theorized that the family environment provides young adults with various
material and nonmaterial resources. The resources are expected to influence
the timing of home-leaving and pathways out of the parent home because they
can provide important benefits that prevent premature extrusion from the
parental home. Access to these resources are hypothesized to deter early
home-leaving and leaving home for marriage rather than Continued schooling.
One important hypothesis is that social capital is expected to discourage highrisk, early home-leaving…”
Mitchell (1994:655)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Moving On
What does the research say?
[k]
Key Point
We now turn our attention to the social capital literature with a specific interest on racial and ethnic
differences. Said another way, what
do researchers say accounts for racial
and ethnic differences in successful adult transition?
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
6
Research Examples
What do the experts say?
[k]
Key Point
Social capital varies by race • Social capital is lower in single parent homes • The impact of low parental
social capital on children • Success despite low human and financial capital • Community as social capital
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
(1) Social Capital Varies by Race
Minorities are at a disadvantage
[k]
Key Point
Most research indicates blacks have
lower social capital than whites. This discrepancy has profound impacts on black
Social capital is not equal between races.
children undergoing the young adult transition.
+
Additional Point
One reason blacks have lower social capital than whites is homophily, the
tendency for individuals to associate with those who are similar. This has been
detrimental to blacks who have established their own social worlds separate
from whites. Even the black upper class has not yet fully succeeded in
integrating into mainstream white society. Blacks are effectively cut-off from
important social circles rich with human capital.
Lin (2000:789)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[q]
Quote
To the extent that blacks have
lower socio-economic status than do whites, they are likely to
have less social capital, resulting in fewer educational advantages.” Hallinan (2001:56)
Social capital is related to socio-economic status.
“”
Reference
“Homophily, also known as the like-me hypothesis, is that social interactions
tend to take place among individuals with similar lifestyles and socio-economic
characteristics.”
Lin (2001:39)
“”
Reference
Social capital… provides an explanation for racial disparities in educational
outcomes. It accrues from membership in social networks that provides
valuable information and resources to students…
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
“”
Reference
“The research literature, by and large, confirms the disadvantages of minority
group members in social capital… For the disadvantage to gain a better status,
strategic behaviors require s accessing resources beyond the usual social
circles and routine exchanges… finding ties outside the neighborhood… and
finding ties across ethnic boundaries…”
Lin (2000:792-3)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
(2) Social Capital is Lower in Single-Parent
Homes
Two parents are better than one
[k]
Key Point
Research shows social capital is higher for children who live with both parents. Reason being,
children can benefit from two social networks versus one.
+
Additional Point
Adult advocates are important for child development not only for the resources
they directly provide, but for the resources they have access to via social
capital. Consequently, children with only one parent in the house are at a
disadvantage.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
The structure of the family has been argued as a form of social
capital. As a form of social capital, family structure can influence the rate of high-risk, early homeleaving.
“”
Reference
Social capital tends to be lower for children in single-parent families because
they lack the benefit of a second at-home parent and because they tend to
change residences more often, leading to fewer ties to other adults in the
community. This deficit is not the only casual factor but certainly plays an
important role in bringing about less desirable educational and personality
outcomes among single-parent children.”
Portes (1998:11)
“”
Reference
“The most striking finding is that youths exposed to biological and single-parent
family environments are between five and six times more likely to remain at
home than those exposed to stepfamily structures for the ages 15 to 24...”
Mitchell (1994:651)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[q]
Quote
“This relation between family structure and achievement has profound consequences for the racial gap,
since black
students are nearly twice as likely as white students to
live in nontraditional households.” Roscigno (1999:158)
+
Additional Point
Research has shown that children receive varying forms of support depending
on the structure of the family (i.e. single parent, both parents, step-parents).
The kind of support influences the age at which children leave the family. Early
departure is linked with high-risk behavior such as dropping out of school.
“”
Reference
“This research reveals the importance of social capital as a resource within the
family and the community that may be associated with lifelong benefits. Closer
familial relationships and the physical presence of biological parents are found
to be positively related to the timing of home-leaving and the tendency of these
children to leave home to pursue additional schooling… “
Mitchell (1994:655)
“”
Reference
A lack of social capital associated with family structure can disrupt the flow of
other valuable resources.”
Mitchell (1994:655)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
(3) The Impact of Low Parental Social Capital on
Children
When parents can’t provide
[k]
Key Point
Children are the beneficiaries of their parent’s social capital.
When
parents have high social capital, those resources can be passed along to their children. Conversely,
when parents have low social capital, children are often deprived of important resources.
x
Example
Alexander, et al. for example, noted that parents who did poorly in school often
avoid interacting with the school bureaucracy for the sake of their own children.
Parents, “who themselves often struggled in school, tend to defer to the
schools.”
Alexander, et al. (1994:284)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
Baker and Stevenson illustrate the importance of social capital. Although economic
capital does play an important role in a child’s academic success, a parent’s ability to be informed and
integrated in the school system is also important.
+
Additional Point
Understanding the flow of information from schools to parents to children,
meeting with teachers and administrators, signing up for extra circular
activities, and volunteering are all forms of social capital. If a parent avoids the
school network, his/her children are deprived of these important resources.
+
Additional Point
In a study conducted by Baker and Stevenson, it was shown that higher
income students did better in school than lower income students, partly
because their parents had better management skills and were, “more likely to
have accurate knowledge about their child’s schooling and to have contact with
the school.”
Baker & Stevenson (1986:164-5)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[q]
Quote
“The most cruel aspect of discrimination and disadvantage lies in the ability to
deprive the individual of that competence which is essential to effective functioning once the formal barriers
to free competition have been breached.” Inkeles (1966:65)
“”
Reference
“Whereas middle-class parents often involve themselves in curriculum planning
and in decisions about their children’s educational placements, poor parents,
who themselves often struggled in school, tend to defer to the schools, relying
on the professional authority of the institution to do what needs to be done.”
Lareau (1987)
See also (Baker & Stevenson 1986; Singer et al. 1986; Useem 1991)
“”
Reference
“Highly educated parents are generally more sophisticated advocates of their
children’s interests at school…”
Baker & Stevenson (1986:290)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
Again, the
lack of parent’s social capital has a profound impact on
children’s development, especially in the school environment.
“”
Reference
“We presume that members of advantaged groups differ from those of
disadvantaged groups in possessing social skills and resources that allow them
to interact more effectively with the school bureaucracy and to forge closer,
more productive home-school partnerships. Such resources can be regarded
as elements of human and social capital…”
“”
Reference
“Lower-SES and minority parents and their children are less adept in interacting
with the school bureaucracy, in understanding the flow of information from
school to home, and in relating that understanding to their own situations.
These skills and understandings can be regarded as aspects of human and
social capital; when they are relatively lacking… the supporting infrastructure is
less conductive to following through on conventional success goals.”
Alexander (1994:284)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[q]
Quote
“One of the main consequences of a lack of social capital is
school at an early age.” Mitchell (1994:653)
a tendency to drop out of high
“”
Reference
“High school dropout rates depend on such factors as strong familial relations,
the physical presence of parents, smaller family size (i.e., fewer number of
siblings), and stronger religious and communities ties.”
Mitchell (1994:653)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
(4) Success Despite Low Human and Financial
Capital
The significant impact of social capital
[k]
Key Point
Parental human and financial capital are important factors affecting children’s educational performance.
However, “when human and financial capital are insufficient, high
expectations for
minorities may be achieved through social capital.” Qian & Blair (1999:607)
+
Additional Point
Said simply, a parents’ socio-economic status may hurt their children’s
academic success, but parents can still become involved in their children’s
academic activities. This latter support can make-up for the lack of finances or
status.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[q]
Quote
“It is likely that African-American and Hispanic parents who encourage their children to move ahead give
It is one of
the cultural strategies that minorities design to increase their
children’s school success.” Qian & Blair (1999:622)
enough attention to their children despite the deficiency of human and financial capital.
“”
Reference
“Parents’ human capital cannot be valuable to the children if it used only in the
workplace, nor can parents’ financial capital be valuable if it is not used for
children’s educational achievement. These two types of capital do not benefit
the children if social capital is not in place.”
Qian & Blair (1999:606)
“”
Reference
“When individual characteristics and human, financial, and social capital are
introduced, racial/ethnic minorities have greater educational aspirations than
whites.”
Qian & Blair (1999:605)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
(5) Community as Social Capital
Outside Support
[k]
Key Point
“Social capital outside of the family can compensate, at
least in part, for a lack of social capital within the family.” Mitchell
Good news.
(1994:666)
+
Additional Point
Thus, even if a family cannot provide sufficient social capital for their children,
children can still benefit from the social capital of their community. Often times,
support comes from churches, after-school activities, organized sports, and
other youth programs.
Again, these networks are important because they provide social capital and
build children’s network of resources.
“”
Reference
“Children who have stronger community or religious affiliations are more likely
to stay in school longer is also supported by a strong association between
timing of nest-leaving and religious participation.”
Mitchell (1994:665); Coleman (1988)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Moving On
Applying what you have learned
[k]
Key Point
What follows are three scenarios that illustrate financial, human, and social capital in action (or lack of
Take what you’ve learned so far and apply it to the
following cases.
action).
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
7
Case Scenarios
Applying what you have learned
[k]
Key Point
Agatha • Noah • Ursula
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Agatha
At 16 she wants move out and have her own child
[k]
Key Point
Agatha is 16 years old and wants to begin working in the “real world.” Although she is intelligent and has
the potential to excel in school, her grades are mediocre, mostly due to poor attendance and lack of
Agatha can’t understand the point of an education and would
rather drop out and begin working full time.
motivation.
[k]
Key Point
Ultimately, Agatha is eager to be independent and knows she
but not a wife.
wants to become a mother
She believes finding a part-time job will be the first step towards becoming an adult.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
Her school guidance counselors blame the lack of suitable role models for Agatha’s under-whelming goals.
They believe Agatha is throwing away her natural intelligence for
an unrealistic dream.
[k]
Key Point
Agatha is the oldest of four children and lives with her mom in a low income community.
is on welfare and rarely leaves the house.
Her mother
She has never met her father or any
other members of her extended family.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
?
Question
What resources are unavailable to Agatha because of her poor social
network? How is her mom’s withdrawal from the world hurting Agatha?
=
Answer
Agatha has little in terms of a social network because her mom is disconnected
from the world. Not only is Agatha deprived of financial resources, she is also
deprived role models and advocates that could help her transition into
adulthood.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Noah
His parents are upstanding citizens who are never home
[k]
Key Point
Noah is 13 years old and not doing well in school despite having a personal tutor and being enrolled in
several after-school booster classes.
care about it.
He understands the material but does not
“What good is it to me? I don’t need anyone’s help.”
[k]
Key Point
His school counselors believe Noah might have a learning disability. He’s been tested several times, but
the results always come back negative.
Noah is fine.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
Noah’s parents are both college educated and are well respected in the community. The father is a county
lawyer and the mother is a surgeon at the local hospital. Both work full time so money is not an issue,
hence the personal tutor and after-school classes. “We can’t always be there for Noah, so we provide him
He has everything he could ever need or want
available to him.”
with the best alternatives
[k]
Key Point
Noah is an only child and is anti-social
at school.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
?
Question
What resources are available to Noah? What resources are unavailable?
What factors are detrimental to Noah’s development? Why?
=
Answer
Despite having parents rich with human and financial capital, Noah’s limited
relationship with them results in low social capital. He is developing a skewed
sense of reality, one that is isolated and independent. He needs quality time
with his parents.
In short, Noah has limited access to the rich networks he belongs to.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Ursula
She has no money but could care less
[k]
Key Point
Ursula is 17 years old and is the fourth child of six in her family.
Because her family is so
big, money is always tight.
[k]
Key Point
Her mother died before Ursula became a teenager and her father works two full-time jobs to make ends
meet. He’s a plumber and cab driver. As a result, Ursula
was raised by her brothers
and sisters, and aunts and uncles.
“We live paycheck to paycheck so my family has
learned to be there for each other. I have a big extended family and we always manage to make things
work… somehow.”
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
[k]
Key Point
She studies when she has to, but is more
interested in learning from her family. “My family teaches me things I don’t learn in
Academically, Ursula is a B- student.
school like how cook or how to speak to a boss. Those kinds of things.”
[k]
Key Point
Ursula’s school counselors like her very much because she’s
very polite and can carry
an entertaining conversation forever. However, they’re worried
Ursula isn’t serious enough about going to college. “They don’t think I have
enough money or book smarts to get accepted. But I’m not worried. I’m friends with all my teachers and
they’re willing to write me excellent references letters. Plus, one of my aunts has already been talking to her
boss about hiring me. If I don’t get into college, I’ll work with my aunt.”
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
?
Question
Identify the human, financial, and social capital at work in Ursula’s life. What
are her weakest resources? Strongest?
=
Answer
Because of her big family size, financial capital is limited. Because of her
average grades, human capital is limited as well. Her biggest asset is social
capital. Ursula has a very strong family network which has taught her how to
talk to others and be resourceful. What Ursula lacks in grades, she makes up
for in her ability to network with others.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Moving On
One last form of capital
[k]
Key Point
There is at least one last form of capital that is related to the material at hand.
The following
section briefly introduces cultural capital.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
8
Cultural Capital
Further Considerations
[k]
Key Point
Cultural capital • Who would you hire • Low cultural capital
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Cultural Capital
On a side note
[k]
Key Point
Cultural capital is a separate but important form of capital. It refers to, “the
credentials and
cultural assets embodied in individuals and their families. It is used
to explain the reproduction of social hierarchy, as elite families endow their children with the cultural
capital which enables them to succeed in maintaining their elite position.” Schuller (2001:91).
+
Additional Point
Cultural capital is like, “knowing the code,” or being properly attuned.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
x
Example
In some social circles it might be an asset to play golf, to know the difference
between De Kooning and Da Vinci, and to know how to tie a double Windsor. It
might also be an asset to be a republican, to have a basic understanding of the
stock market, and know how to sail. These are all forms of cultural capital
Again, in some social circles a lack of cultural capital can be inferred by not
knowing which fork to eat a salad with, not having seen a Broadway musical,
and owning a yellow colored car.
“”
Reference
Cultural capital is, “widely shard, high status cultural signals (attitudes,
preferences, formal knowledge, behaviors, goods, and credentials) used for
social and cultural exclusion.”
Lamont & Lareau (1988:156)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
☻
Discussion
Who Would You Hire?
Cultural Capital in Action
[k]
Key Point
Cultural capital is more of an academic notion, but it is easily understood in
the following scenario.
?
Question
Two applicants with the comparable experience and qualifications are
interested in the same job. The first applicant, however, correctly identified the
wall hanging in the office. “It’s by Monet.” He also complimented the boss’s,
“British cut,” suit and talked about a theater show they had both recently seen.
The second applicant, though equally qualified, could not find a common point
for discussion.
Although there is no real difference in their abilities, why is the first candidate at
an advantage?
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
=
Answer
The first candidate is rich with cultural capital, the second is not. Again, cultural
capital can be understood as, “knowing the code.” It is being well versed in the
culture of a particular social status. Mentioning the painting, suit, and musical
reveals to the boss, “I’m one of you guys. I belong.”
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Low Cultural Capital
Keep it within the circle
[k]
Key Point
As the argument goes, minorities and females are at a disadvantage because they lack cultural capital.
Although they may be equally qualified as their white, male counterparts, they
are often
overlooked because they don’t know the code.
+
Additional Point
Cultural capital has been used to explain the reproduction of social hierarchy.
Elite families, for example, “endow their children with the cultural capital which
enables them to succeed in maintaining their elite position.”
Schuller (20001:91)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
“”
Reference
“Cultural capital… is one mechanism through which the intergenerational
transmission of class advantage occurs.”
Roscigno & Ainsworth-Darnell (1999:159)
“”
Reference
“Cultural capital, or socially valued knowledge of high-brow culture and cultural
cues, is more likely to be manifested in families of high socio-economic status
and translated to greater likelihood of educational success.”
Roscigno & Ainsworth-Darnell (1999:159)
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
♫
Notes
Moving On
Always more to learn
[k]
Key Point
This training manual concludes with a bibliography of important articles.
If you are
interested in learning more about social capital, the following articles are
helpful.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
9
References
Additional Information For When You Need to Know
[k]
Key Point
Bibliography
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
+
Additional Point
Alexander, Karl L. et al. (Dec., 1994). When expectations work: Race and
socioeconomic differences in school performance. Social Psychology Quarterly,
57(4), 283-299.
+
Additional Point
Baker, David P. & Stevenson, Dario L. (1986). Mothers’ strategies for children’s
school achievement: Managing the transition to high school. Sociology of
Education, 59, 156-66.
+
Additional Point
Bianchi, Suzanne M. & Robinson, John. (1997). What did you do today?
Children’s use of time, family composition, and the acquisition of social capital.
Journal of Marriage and the Family, 59(2), 332-344.
+
Additional Point
Hallinan, Maureen T. (2001). Sociological perspective on black-white
inequalities in American schooling. Sociology of Education, 74, Extra Issue:
Current of Thought: Sociology of Education at the Dawn of the 21st Century
(pp. 50-70).
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
+
Additional Point
Lamont, Michele & Lareau, Annette. (1988). Cultural capital: Allusions, gaps,
and glissandos in recent theoretical developments. Sociological Theory, 6,
153-68.
+
Additional Point
Lareau, Annette. (1987). Social class differences in family-school relationships:
The importance of cultural capital. Sociology of Education, 60, 73-85.
+
Additional Point
Lin, Nan. (1999). Social networks and status attainment. Annual Review of
Sociology, 25(1), 467-487.
+
Additional Point
Lin, Nan. (2000). Inequality in social capital. Contemporary Sociology, 29(6),
787-795.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
+
Additional Point
Mitchell, Barbara A. (1994). Family structure and leaving the nest: A social
resource perspective. Sociological Perspectives, 37(4), 651-671.
+
Additional Point
Portes, Alejandro. (1998). Social capital: Its origins and applications in modern
sociology. Annual Review of Sociology, 24, 1-24.
+
Additional Point
Qian, Zhenchao & Blair, Sampson Lee. (1999). Racial/ethnic differences in
educational aspirations of high school seniors. Sociological Perspectives,
42(4), 605-625.
+
Additional Point
Roscigno, Vincent J. & Ainsworth-Darnell, James W. (1999). Race, cultural
capital, and educational resources: Persistent inequalities and achievement
returns. Sociology of Education, 72(3), 158-178.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
+
Additional Point
Schuller, T. (2001) The complementary roles of human and social capital.
ISUMA Canadian Journal of Policy Research, 2(1), 18-24.
+
Additional Point
Stanton-Salazar, Ricardo D. & Dornbusch, Sanford M. (1995). Social capital
and the reproduction of inequality: Information networks among Mexican-origin
high school students. Sociology of Education, 68(2), 116-135.
+
Additional Point
Teachman, Jay D., Paasch, Kathleen, & Carver, Karen (1997). Social capital
and the generation of human capital. Social Forces, 75(4), 1343-1359.
+
Additional Point
Young Jr., Alford A. (1999). The (non)accumulation of capital: Explicating the
relationship of structure and agency in the lives of poor black men.
Sociological Theory, 17(2), 201-227.
© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group
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© 2006-2007 CDHS/Research Foundation of SUNY/BSC College Relations Group