The Social Structure of School Resource Disparities: How Social Capital and Interorganizational Relationships Matter for Educational Equity

IF 3.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Sociology of Education Pub Date : 2023-07-07 DOI:10.1177/00380407231176541

E. Bridwell-Mitchell, J. Jack, J. Childs

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引用次数: 0

Abstract

One potentially underestimated aspect of resource inequity in U.S. public schools is access to social capital in external organizational environments. This research examines partnerships among 211 New York City high schools and 918 partner organizations from 2001 to 2005 as sources of external school social capital providing resources that can strengthen organizational capacity to improve educational opportunities and outcomes. The findings, based on an innovative analysis combining content analysis, social network analysis, and multilevel modeling, demonstrate that four partnership characteristics are important in this context: (1) how long partnerships last versus how many there are, (2) partners concentrating resources in a particular area versus across diverse complementary areas, (3) partners being densely connected to other schools and partners rather than being central in the overall school–partner network, and (4) partners conveying instructional resources versus other kinds of resources. Hence, educational research and policy should more broadly conceptualize how schools’ external organizational environments matter for educational equity and the role particular kinds of partnerships can play.

查看原文本刊更多论文

学校资源差异的社会结构:社会资本和组织间关系对教育公平的影响

美国公立学校资源不平等的一个可能被低估的方面是在外部组织环境中获得社会资本。本研究检视2001年至2005年间，纽约市211所高中与918个伙伴组织的伙伴关系，作为学校外部社会资本的来源，提供资源以强化组织能力，改善教育机会与成果。基于内容分析、社会网络分析和多层次建模相结合的创新分析，研究结果表明，在这种情况下，伙伴关系的四个特征很重要:(1)合作关系的持续时间与数量;(2)合作伙伴将资源集中在特定领域与跨多种互补领域;(3)合作伙伴与其他学校和合作伙伴紧密相连，而不是在整个学校合作伙伴网络中处于中心位置;(4)合作伙伴传递教学资源与其他类型的资源。因此，教育研究和政策应该更广泛地概念化学校的外部组织环境对教育公平的影响，以及特定类型的伙伴关系可以发挥的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Sociology of Education Multiple-

CiteScore

6.90

自引率

5.10%

发文量

期刊介绍： Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.