You are not currently logged in.
Access JSTOR through your library or other institution:
Schmoozing in Elementary School: The Importance of Social Capital to First Graders
Kendralin J. Freeman and Dennis J. Condron
Vol. 54, No. 4 (Fall 2011), pp. 521-546
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/10.1525/sop.2011.54.4.521
Page Count: 26
You can always find the topics here!Topics: Social capital, Parents, Children, Extracurricular activities, Mathematics, Social classes, Students, Social involvement, Modeling, Learning
Were these topics helpful?See something inaccurate? Let us know!
Select the topics that are inaccurate.
Preview not available
ABSTRACT Sociologists have investigated the importance of social capital for many outcomes, but the influence of various types of social capital—particularly intergenerational closure—on inequality in students' academic skills remains unclear. In this study, the authors draw on and extend theoretical perspectives rooted in Coleman and Bourdieu to assess the impact of both strong and weak ties on children's learning. Analyzing data on first graders from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K), the authors show that multiple types of social capital are distributed unequally by social class, and that these disparities in social capital partially mediate the relationship between social class and gains in math skills. Intergenerational closure, however, does not promote learning net of other factors. Supporting primarily Bourdieu's perspective on social capital, the authors conclude that weak ties in particular are critical in explaining class inequality in learning, even during the early years of a child's education.
Sociological Perspectives © 2011 Sage Publications, Inc.