Contemporary Perspectives on Social Capital in Educational Contexts (Contemporary Perspectives on Capital in Educational Contexts)

"The currency of social capital serves as an important function given the capacity to generate external access (getting to) and internal accountability (getting through) for individuals and institutions alike. Pierre Bourdieu (1986) defines social capital as “the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition or in other words, to membership in a group” (p. 251). Social capital contains embedded resources as a tool for manifesting opportunities and options among individuals and groups. Inevitably, the aforementioned opportunities and options become reflective of the depth and breadth of access and accountability experienced by the individual and institution. As educational stakeholders, we must consistently challenge ourselves with the question, “How do K-12 schools and colleges and universities accomplish shared, egalitarian goals of achieving access and accountability?” Such goals become fundamental toward ensuring students matriculating through K-12 and higher education, irrespective of background, are provided the caliber of education and schooling experience to prepare them for economic mobility and social stability. To that end, the volume, Contemporary Perspectives on Social Capital in Educational Contexts (2019), as part of the book series, Contemporary Perspectives on Capital in Educational Contexts, offers a unique opportunity to explore social capital as a currency conduit for creating external access and internal accountability for K-12 and higher education. The commonalities of social capital emerging within the 12 chapters of the volume include the following: 1) Social Capital as Human Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social Capital as Intentional Engagement; and 4) Social Capital as Culturally-Responsive Leadership. Thus, it becomes important for institutions of education (i.e. secondary, postsecondary, continuing) and individuals to assume efforts with intentionality and deliberateness to promote access and accountability" -- Provided by publisher Contemporary Perspectives on Social Capital in Educational Contexts 2 CONTENTS 6 EXTERNAL ACCESS AND INTERNAL ACCOUNTABILITY 10 THE ROLE OF SCHOOL LEADERS MANAGING SOCIAL CAPITAL WITHIN URBAN AND RURAL SCHOOL SETTINGS 28 SOCIAL CAPITAL AND SCHOOL REFORM 46 BUILDING SOCIAL CAPITAL FOR PARENTS AND FAMILIES THROUGH SCHOOL LEADERSHIP 58 NYEISHA’S MOTHER 70 THE PAST, PRESENT, AND FUTURE OF SOCIAL CAPITAL MEASUREMENT AMONG TRANSITION-AGE YOUTH 84 DIVERSITY MISSION STATEMENT INCLUSION AS SOCIAL CAPITAL 102 STILL CHASING THE DREAM 130 EMBRACING THE FULLNESS OF POSTSECONDARY PLANNING 148 NÓS POR NÓS (US FOR US) 168 SOCIAL CAPITAL RESOURCES IN SCHOOLS 184 SOCIAL CAPITAL AND EDUCATIONAL EXPECTATIONS 204 SOCIAL CAPITAL IN THE RURAL UNITED STATES AND ITS IMPACT ON EDUCATIONAL ATTAINMENT 224 REDEFINING SOCIAL CAPITAL WITH AN EYE TOWARD CRITICAL PROACTIVENESS 244 BIOGRAPHIES 248 Explores social capital as a currency conduit for creating external access and internal accountability for K-12 and higher education. The commonalities of social capital emerging in the book include Social Capital as Human Connectedness; as Strategic Advocacy; as Intentional Engagement; and as Culturally-Responsive Leadership.