Social Position or School Participation? Access and Mobilization of Social Capital in a School-Based Network

Abstract

Through school-based networks, parents obtain information, practical help, and other resources. Because networks vary by size and structure, access to these resources is uneven. What accounts for differences in access to social ties and in the mobilization of those ties to provide resources? In this article, we analyze a network of mothers of eighth graders at a Philadelphia public school. With a near-complete census of network ties, we explore mothers’ access to and mobilization of information and practical help through social ties. We find that mothers’ school-based participation, rather than their race or class-based social position, is associated with resource access and mobilization. Importantly, greater levels of participation increase the likelihood that a mother will provide—but not obtain—information and practical help. Our results can help inform public policy and practice on family and community engagement in schools.

It’s Who You Know (and Who You Are): Social Capital in a School-Based Parent Network

“…Schools, like day care centers (Small 2009), are key anchors of parents’ social ties. This insight has practical implications for how school administrators may foster durable connections among parents, many of which lay dormant and are not activated for the exchange of resources (Quinn et al 2020). How might school leaders bolster parent networks?…”

“…How might school leaders bolster parent networks? Research has demonstrated an association between parent networks and involvement in school activities (Li and Fischer 2017; Quinn et al 2020). Schools may strive to establish practices and design events that not only facilitate parents’ connections with other parents but also foster relationships that parents can draw on to obtain and provide resources (see Shoji et al 2014).…”

“…One line of research assesses the consequential role parents—especially high-status mothers—can play in shaping the implementation of reform efforts, for better or worse (e.g., Lewis and Diamond 2015; Welner 2001). Other studies focus on the effect of parents’ collective action on schools (Cucchiara 2013; Lareau and Muñoz 2012; Lareau, Weininger, and Cox 2018; Posey-Maddox, Kimelberg, and Cucchiara 2016) and the relationship between parent networks and parental involvement at school (Li and Fischer 2017; Quinn, Cox, and Steinbugler 2020; Sheldon 2002). Collectively, this literature highlights the importance of school-based, parent-to-parent social ties as conduits for information exchange, collective organizing, and other valuable resources.…”