tag:blogger.com,1999:blog-1056577175336769908.post-8861426814255561442008-01-01T11:56:00.000Z2008-01-01T12:18:24.926Z<a href="http://bp0.blogger.com/_RcwHpax0Ens/R3oukaIPFZI/AAAAAAAAArQ/R52M68_aRzg/s1600-h/marbles.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;" src="http://bp0.blogger.com/_RcwHpax0Ens/R3oukaIPFZI/AAAAAAAAArQ/R52M68_aRzg/s200/marbles.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5150480326875616658" /></a>A new research <A href=" http://www.dfes.gov.uk/research/data/uploadfiles/DCSF-WBL-02-07.pdf">report by the DfES into Social Capital</A> in two inner-city Secondary Schools has recently been published.<br /><br />Social Capital as defined by this study:<br /><br />"Social capital refers to networks between people and the relationships of trust and reciprocity they develop. It is seen as a desirable characteristic of communities and societies and as a valuable asset for individuals, enabling access through social networks to employment, skills, health and other individual benefits. . . .The ability of young people to develop this network of relationships while in school and in their local community, and its possible impact on school outcomes, is of increasing interest to education policy makers."<br /><br />The study examined three types of social capital: sense of school belonging (a form of bonding social <br />capital), access to social support networks, and attitudes to social diversity (bridging social capital), social background characteristics, socio- psychological resources and educational and wider outcomes. <br /><br />The key findings of the report which are fascinating to read in full:<br />• Types of social capital are inter-related. <br />• Young people’s social capital is related to healthy socio-psychological resources. <br />• Social capital and socio-psychological resources are unevenly distributed.<br />• Schools have an important role in developing social capital <br /> School composition is important. In the highly culturally diverse schools in this study, most students held positive attitudes to ethnic diversity, but much more negative views of small minority groups within the schools, such as gay students. <br /> Schools can develop social capital through different channels. For example, a feeling of safety, acceptance and support, and being treated fairly by staff and students all helped to build a sense of school belonging. <br /><br />• School ethos can make a difference to students’ access to support. The school characterised by a ‘strict’ school ethos appeared to direct more academic support to students, while the school with a more liberal ethos seemed to facilitate students’ self-referral or informal access to socio-emotional support. <br />• Neighbourhood context and family support are important influences. <br /> Strong family ties are linked to more positive orientations to school and less stress for young people. Other research shows that close, supportive ties with family can protect young people from negative neighbourhood influences.Tessy Brittonhttp://www.blogger.com/profile/05508205143507731122noreply@blogger.com0