Social Networks and Educational Opportunity

Frank, Kenneth A.; Lo, Yun-Jia; Torphy, Kaitlin T.; Kim, Jihyun

doi:10.1007/978-3-319-76694-2_13

Cited by 19 publications

(15 citation statements)

References 105 publications

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“…Bridging social capital results when people connect across social distances to share resources, knowledge, and spaces. Bridging social capital facilitates innovation and the diffusion of ideas and information across diverse stakeholders and groups (Burt, 2000; Frank et al, 2018; Granovetter, 1973; Putnam, 2001).…”

Section: Bridging and Bonding In Education Researchmentioning

confidence: 99%

“…We're in This Together information across diverse stakeholders and groups (Burt, 2000;Frank et al, 2018;Granovetter, 1973;Putnam, 2001).…”

Section: Bridging Social Capital Facilitates Innovation and The Diffumentioning

confidence: 99%

“…For example, expertise, support, and collaborative opportunities can be concentrated within cliques of high-skilled teachers (Coburn et al, 2013). Without intervention from school policy or leadership, these cliques reinforce inequality in teacher capacity by limiting the spread of information to newer, less skilled teachers (Frank et al, 2018).…”

Section: Bonding Social Capital and The Reproduction Of Educational Imentioning

confidence: 99%

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

Murray¹,

Domina

Petts³

et al. 2020

American Educational Research Journal

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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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Section: Bridging and Bonding In Education Researchmentioning

confidence: 99%

“…We're in This Together information across diverse stakeholders and groups (Burt, 2000;Frank et al, 2018;Granovetter, 1973;Putnam, 2001).…”

Section: Bridging Social Capital Facilitates Innovation and The Diffumentioning

confidence: 99%

Section: Bonding Social Capital and The Reproduction Of Educational Imentioning

confidence: 99%

See 1 more Smart Citation

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

Murray¹,

Domina

Petts³

et al. 2020

American Educational Research Journal

View full text Add to dashboard Cite

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“…Specifically, we explore the degree to which teachers’ expertise—their VSMC, MKT, and IQA—were influenced by the expertise of colleagues with whom they attended meetings and from whom they sought advice. The selection and influence models are the two most common models of network analysis (Frank et al, 2018). Here, we leverage our data to estimate both in our study, with an emphasis on the selection model as our primary finding.…”

Section: Methodsmentioning

confidence: 99%

Seeing Colleagues as Learning Resources: The Influence of Mathematics Teacher Meetings on Advice-Seeking Social Networks

Horn

Garner

Chen³

et al. 2020

AERA Open

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Teacher collaboration is often assumed to support school’s ongoing improvement, but it is unclear how formal learning opportunities in teacher workgroups shape informal ones. In this mixed methods study, we examined 77 teacher collaborative meetings from 24 schools representing 116 teacher pairs. We coupled qualitative analysis of the learning opportunities in formal meetings with quantitative analysis of teachers’ advice-seeking ties in informal social networks. We found that teachers’ coparticipation in learning-rich, high-depth meetings strongly predicted the formation of new advice-seeking ties. What is more, these new informal ties were linked to growth in teachers’ expertise, pointing to added value of teachers’ participation in high-depth teacher collaboration.

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“…Furthermore, as a set, these network members possess critical resources (see, e.g., Bausell & Glazier, 2018; Kagan, 1990) that can help ECTs respond to the institutional forces associated with accountability pressures and curricular standards. Indeed, prior research suggests that teachers’ social network members can strongly influence their instructional practices (see the reviews in Frank, Lo, et al, 2018; Moolenaar, 2012). This is consistent with the emphasis on social sensemaking, in which individuals draw on those in their social contexts to make sense of particular circumstances (Maitlis, 2005; Weick et al, 2005).…”

Section: From Interpretation To Practice: the Process Of Sensemakingmentioning

confidence: 99%

From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards

Frank

Kim

Salloum

et al. 2020

American Educational Research Journal

Self Cite

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Accountability pressures and the Common Core State Standards for Mathematics have created complex demands for educators, especially early-career teachers (ECTs). Analyzing longitudinal data, including the social networks of 119 ECTs, we find that ECTs increase their ambitious mathematics instruction when their network members positively interpret accountability pressures and curricular standards as manifest in standardized tests and evaluation. This estimated effect is net of an ECT’s rich covariates, including the levels of ambitious mathematics instruction at the beginning of the academic year. It is implied that not all ECTs experience accountability pressures and curricular standards in the same way—their experiences are affected by the immediate networks in which they are embedded. Corresponding guidance for teacher educators and administrators is given.

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Social Networks and Educational Opportunity

Cited by 19 publications

References 105 publications

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

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

Seeing Colleagues as Learning Resources: The Influence of Mathematics Teacher Meetings on Advice-Seeking Social Networks

From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards

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