Community-Based Education and Social Capital in an Urban After-School Program
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| Title: | Community-Based Education and Social Capital in an Urban After-School Program |
|---|---|
| Language: | English |
| Authors: | Miller, Peter M. |
| Source: | Education and Urban Society. Jan 2012 44(1):35-60. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 26 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | School Activities, Community Education, After School Programs, Social Networks, Social Capital, Case Studies, Qualitative Research, Educational Strategies, Urban Education, Social Justice, Youth Programs, Entrepreneurship, Interviews, Observation, Content Analysis, Social Cognition, Business Education, Group Dynamics |
| DOI: | 10.1177/0013124510380910 |
| ISSN: | 0013-1245 |
| Abstract: | This qualitative case study examined how social capital development was facilitated in an urban after-school program. Specific attention was devoted to identifying structures and strategies that helped student participants develop social capital, the types of social networks that were developed through program participation, and the outcomes that were attributed to these networks. The findings suggest that the program's purposeful design and skillful implementation presented students with opportunities to forge heterogeneous and bridging relationships that fundamentally shaped their learning experiences and their future social, educational, and professional aspirations. (Contains 2 notes and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2012 |
| Accession Number: | EJ948928 |
| Database: | ERIC |
| Abstract: | This qualitative case study examined how social capital development was facilitated in an urban after-school program. Specific attention was devoted to identifying structures and strategies that helped student participants develop social capital, the types of social networks that were developed through program participation, and the outcomes that were attributed to these networks. The findings suggest that the program's purposeful design and skillful implementation presented students with opportunities to forge heterogeneous and bridging relationships that fundamentally shaped their learning experiences and their future social, educational, and professional aspirations. (Contains 2 notes and 1 figure.) |
|---|---|
| ISSN: | 0013-1245 |
| DOI: | 10.1177/0013124510380910 |
