Social Capital and Education: Implications for Student and School Performance
Social Capital and Education: Implications for Student and School Performance
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社会资本和教育：对学生和学校表现的影响
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发表时间：
2011
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通讯作者：
Gregory K. Plagens
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作者：
Gregory K. Plagens
学者们试图理解为什么一些学生和学校比其他学生和学校表现得更好，他们认为社会资本可能是部分原因。在今天的术语中，社会资本被认为是从社会关系和社会结构中出现或未能出现的无形资源。这个词在这个意义上的使用可以追溯到约翰·杜威1900年在《小学记录》中的作品。教育结果受社会互动影响的观点具有直观的吸引力。学校不仅仅是学习工厂，投入被用来产生产出；它们本质上是社会环境。经验证据将社会资本与更高的学生和学校表现联系起来，但对社会资本如何以及为什么起作用的解释各不相同，而且往往含糊不清。本文考察了社会资本作为一个概念及其与学生和学校表现的联系。社会资本的语言包括已经使用了几十年的概念。在不同时期，社会资本被认为与网络、协会、志愿服务、信任、团结、同情、合作、互惠、归属感、规范和关系有关。结构的多样性及其与许多结果的联系使一些人担心社会资本正在成为所有人的一切（Woolcock 1998），或者它已经呈现出“马戏团帐篷的质量”（De Souza Briggs 1997）。尽管它的用法和根源在教育、经济学、社会学和政治学方面有所不同，但人们对这个概念的基础还是有一些共识的。它的发现、消失和再发现，以及对其组成的争论，构成了一个有趣的故事，今天的教育工作者在努力解决对学生和学校表现的关注时可能会发现这个故事很有价值。
Scholars seeking to understand why some students and schools perform better than others have suggested that social capital might be part of the explanation. Social capital in today’s terms is argued to be an intangible resource that emerges—or fails to emerge—from social relations and social structure. Use of the term in this sense has been traced to John Dewey’s writings in 1900 in The Elementary School Record . The idea that outcomes in education are conditioned by social interactions has in tuitive appeal. Schools are more than learning factories where inputs are used to generate outputs; they are fundamentally social environments. Empirical evidence links social capital to higher student and school performance, but explanations of how and why the concept works as it does are varied and often vague. This article examines social capital as a concept and its link to student and school performance. The language of social capital includes concepts that have been in use for de cades. At different times social capital has been said to be about networks, associa tions, volunteering, trust, solidarity, sympathy, cooperation, reciprocity, belonging, norms, and relationships. Variety in the construct and its connection to many outcomes has some concerned that social capital is on its way to becoming all things to all people (Woolcock 1998) or that it has taken on a “circus-tent quality” (De Souza Briggs 1997). Despite variation in its use and roots reaching into education, economics, sociology and political science, there is some agreement about the basis for the concept. Its discovery, disappearance, and rediscovery, as well as the debate over its composition, make for an interesting story that today’s educators may find valuable as they strive to address concerns about student and school performance.