“We’re in This Together”: Bridging and Bonding Social Capital in Elementary School PTOs

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Creator
  • Murray, B.
    • Affiliation: University of North Carolina at Chapel Hill
  • Domina, T.
    • Affiliation: University of North Carolina at Chapel Hill
  • Petts, A.
    • Other Affiliation: Purdue University
  • Renzulli, L.
    • Other Affiliation: Purdue University
  • Boylan, R.
    • Other Affiliation: Purdue University
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.
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Resource type
  • Article
Rights statement
  • In Copyright
License
  • Attribution-NonCommercial 4.0 International
Journal title
  • American Educational Research Journal
Journal volume
  • 57
Journal issue
  • 5
Page start
  • 2210
Page end
  • 2244
Language
  • English
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  • Publisher
Funder
  • National Science Foundation, NSF;US NSF;USA NSF: SES-1626891; National Science Foundation of Sri Lanka, NSF
ISSN
  • 0002-8312
Publisher
  • SAGE Publications Inc.

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