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Examining potential social capital t...

Gossett, Jennifer Lynn.

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Examining potential social capital through the lens of intersectionality.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining potential social capital through the lens of intersectionality./
作者:	Gossett, Jennifer Lynn.
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2281.
Contained By:	Dissertation Abstracts International64-06A.
標題:	Sociology, Theory and Methods. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093367

Examining potential social capital through the lens of intersectionality.
Gossett, Jennifer Lynn.

Examining potential social capital through the lens of intersectionality. - 184 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2281.

Thesis (Ph.D.)--University of Cincinnati, 2003.

"It's not what you know, it's who you know" is a modern adage in the United States. Social networks allow people to gain access to information, employment, assistance, and desired resources. Interacting within one's family and close friendship groups encourages a reliance on homogeneous information and resources. Developing weak-tie relationships outside family and friends allows people to diversify their networks or connections that build social capital. Social capital provides an avenue for people to share valuable resources that benefit themselves, their children, their family and friends, and their communities. Social structures that influence a person's position in society may affect accessibility to weak-tie contacts that have the potential to develop into social capital. Race, class, and gender, as independent positions and as intersectionality categories, may influence participation in community and school activities that could potentially develop into social capital. This study examines differences in the potential development of social capital through social contacts based upon parents' independent and intersecting social positions. Using the 1999 National Household Education Survey, responses from parents categorized as Black or White with children in grades K--5 th are analyzed to explore community and school contacts that potentially develop into social capital. Additive and interaction models are constructed to test the effects of race, gender, class, and community social vulnerability on participation in social activities. Findings show that the interaction model is not significantly different from the additive model. Both models support the finding that social class is a significant variable in community and school participation that have the potential to develop weak ties to gain access to social capital. Although the additive model is the more parsimonious model, intersectionality provides the theoretical justification to test race, class, and gender interactions when examining potential social capital. Intersectionality may better explain the quality of school and community interactions rather than the quantity of contacts in the development of social capital. Future research needs to incorporate an intersectionality approach to examine the multifaceted dimensions of social capital to understand its conceptualization, practicalities, and potential biases.Subjects--Topical Terms:

626625
Sociology, Theory and Methods.

Examining potential social capital through the lens of intersectionality.
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520 $a "It's not what you know, it's who you know" is a modern adage in the United States. Social networks allow people to gain access to information, employment, assistance, and desired resources. Interacting within one's family and close friendship groups encourages a reliance on homogeneous information and resources. Developing weak-tie relationships outside family and friends allows people to diversify their networks or connections that build social capital. Social capital provides an avenue for people to share valuable resources that benefit themselves, their children, their family and friends, and their communities. Social structures that influence a person's position in society may affect accessibility to weak-tie contacts that have the potential to develop into social capital. Race, class, and gender, as independent positions and as intersectionality categories, may influence participation in community and school activities that could potentially develop into social capital. This study examines differences in the potential development of social capital through social contacts based upon parents' independent and intersecting social positions. Using the 1999 National Household Education Survey, responses from parents categorized as Black or White with children in grades K--5 th are analyzed to explore community and school contacts that potentially develop into social capital. Additive and interaction models are constructed to test the effects of race, gender, class, and community social vulnerability on participation in social activities. Findings show that the interaction model is not significantly different from the additive model. Both models support the finding that social class is a significant variable in community and school participation that have the potential to develop weak ties to gain access to social capital. Although the additive model is the more parsimonious model, intersectionality provides the theoretical justification to test race, class, and gender interactions when examining potential social capital. Intersectionality may better explain the quality of school and community interactions rather than the quantity of contacts in the development of social capital. Future research needs to incorporate an intersectionality approach to examine the multifaceted dimensions of social capital to understand its conceptualization, practicalities, and potential biases.
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