Social capital in service-learning: Bridging gaps or reinforcing bonds in Latin American elite schools

Abstract

Currently, all around the world societies tend to become more polarized and fragmented. In the educational landscape Service-learning programs (SLP) have been traditionally seen as an instrument to bring together people whose lives are different. In this study, we are interested in exploring to what extent SLP helps link the life experiences of elite students from those of the marginalized communities that are 'served.’ The research question that guides this qualitative study is: to what extent do SL programs promote social capital—bridging and bonding? While bridging had to do with the idea of connecting with the other, bonding had to do with the emotional and social ties between the members of a 'similar' group. Data were collected in two different phases. At first, 16 service-learning coordinators from 13 different Latin American countries were interviewed; then, 48 students' reflections were analyzed. The findings of this study reveal that Service-Learning Programs (SLP) in Latin American elite schools primarily develop social cohesion focus on their students' needs and interests, with community voices seldom being heard. To foster more equitable service-learning experiences, a specific understanding of social capital based on the notion of reciprocity is proposed.