Community-Based Social Capital and Educational Performance

Written by Dr. Jerry Stein

Sociologist Robert Putnam conducted a study that demonstrates that educational attainment strongly correlates with the amount of “social capital” in the family and community.

Putnam uses James Coleman’s definition of social capital: “the norms, the social networks, and the relationships between adults and children that are of value to the child’s growing up.” These norms, networks, and relationships that Putnam refers to are the building blocks of a culture that strongly supports learning.

In this study Putnam highlights five factors that comprise social capital including informalsociability, social trust, community volunteerism, engagement in public affairs, and community organizational life.

Putnam’s research remarkably demonstrates that support from these kinds of activities have a greater impact on educational outcomes than … “race, income, family structure…and socioeconomic inequality…”

This study complements other work by Putnam including his landmark study of democratic institutions in Italy, which demonstrated that the existence of networks of civic engagement that build trust and social capital are a pre-requisite for having the civic capacity necessary to solve social problems. Thus, social capital also fosters the effectiveness of institutions such as schools.

In many ways Putnam’s research offers something of a holy grail regarding the link between community and school, with community-based social capital being the primary source and foundation of successful learning. Putnam concludes with the assertion, “revitalizing American community life may be a prerequisite for revitalizing American education” (p. 87).

References:

Putnam, R. D. (2001). Community-based social capital and educational performance.

Ravitch & J. P. Viteritti (Eds.). Making good citizens: Education and civil society. (p. 58-95).

Putnam, R. D. (1993). Making democracy work: Civic traditions in modern Italy.