The Mitigating Effects of Social and Financial Capital Resources on Hardships

Social and financial capital resources contribute significantly to socioeconomic outcomes. However, insufficient attention has been given to how these resources may mitigate potential socioeconomic setbacks and differ for gender and class groups. In our study, most of the interviewees with hardships had access to social and financial capital resources. The few with insufficient access were working class. Women accessed financial capital resources to overcome hardships more than men, whereas men were more likely to use social capital resources. Access to the resources helped ensure that almost all of the individuals in this study did not suffer the full consequences of their hardships. The hardship itself was of less importance than having access to social and financial capital resources.     

THE SOCIAL CAPITAL RESOURCES OF GENDER AND CLASS GROUPS

ABSTRACT

Social capital resources affect careers. Yet, insufficient attention has been given to how access to social capital resources differs for social groups and, therefore, differentially affects careers. This study consists of in-depth interviews with 246 white interviewees from three parts of the U.S.: New Jersey, Tennessee, and Ohio. The interviews provide extensive details about how social capital resources affected the respondents' educational and employment endeavors. We found that men had greater access to social capital resources than women. Thus, career advantages accumulated for men, while career disadvantages accumulated for women. There were few class differences in access to social capital resources, but the middle/upper middle class had better career returns than the working class. Unlike many other studies of social capital resources and careers, our study examines the processes by which the resources were derived, how they were used, and how they affected careers. As such, we detail a primary mechanism of career disparities and, ultimately, socioeconomic inequalities.     

Join to connect? Voluntary involvement,social capital,and socioeconomic inequalities

Access to social capital is stratified by socioeconomic status and has been cross-sectionally linked to involvement in voluntary organizations. Yet, we know little about the origin and interplay of these empirical regularities. Regression analyses on German panel data (SC6-NEPS) reveal that people rich in social capital join organizations more often (selection). Furthermore, joiners access more and higher-status social capital after joining (socializing opportunities). Low-status individuals disproportionally extend their reach towards higher positions through involvement but join less often. Compared to a counterfactual situation in which nobody joins, current involvement patterns marginally reduce some socioeconomic inequalities in access to social capital.     

Untangling Inequalities: Gender,Race, and Socioeconomic Differences in Depression1

In their important paper, Link and Phelan (1995) argue that socioeconomic status is a fundamental cause of variation in well‐being and that the social resources associated with socioeconomic status constitute the fundamental cause of variation in well‐being. In this article, I elaborate on the fundamental cause perspective in three respects: by suggesting an expansion of the definition of resources, by examining how race and gender influence variation in the relationship between resources and mental health, and by developing a model of the relationship between social class, race, and gender that takes account of the potential asymmetry in the influence of resources across race and gender. Using the 2003 National Health Interview Survey and ordinary least squares regression, I find that black and white men are significantly less depressed than black and white women. However, women accrue greater mental health advantage from marriage, home ownership, and education. African‐American men experience less depression as a result of being unmarried and non‐Hispanic white women experience less benefit from full‐time employment, relative to African‐American women and men. Results are discussed in terms of implications for future research on race, class, and gender differences in health.     

Out of the Wilderness – Australian Social Workers Embrace Their Campaigning Roots

Abstract

This paper seeks to contribute to social capital research and its applicability to social work practice and social policy. It provides an examination of the complexity of social capital and strategies used to build it in local communities. Drawing on data collected from a large quantitative study collected in a rural city in Australia, experiencing rapid population growth, it reports on levels of social, civic, and community participation related to a range of demographic variables. Results highlight the significance of gender, life stage, socioeconomic status, and the influence of neighbourhood connected to different types of participation. Findings presented in this paper draw attention to the unevenness of participation in social, civic, and community life linked to key demographics. The author concludes by arguing that community-building approaches have some merit, so long as critical differences accessing bonding and bridging social capital are acknowledged, and opportunities to promote participation are facilitated.     

SOCIAL CAPITAL AND DEMOCRACY IN A NEW DEMOCRACY

Taiwan made the transition from political authoritarianism to democracy in the late 1980s. Data from representative samples of the Taiwan population in 1992 and 1997 show how, in the early phase of democratization, citizens varied in the extent of their democratic political behavior and attitudes. I attempt to explain these variations on the basis of variables drawn from social capital theory (participation in voluntary organizations and trust), controlling for the individual's position in the social structure (sex, age, ethnicity, marital status, socioeconomic status, and social class). The findings of the multivariate analysis support only one of the social capital hypotheses: The more organizations one participates in, the more one engages in various forms of democratic political behavior . However, organizational participation has no effect on democratic political attitudes . There is no positive reciprocal relationship between the two key social capital variables of organizational participation and trust. Trust, instead of having a positive effect, either has no net effect (on some forms of democratic political behavior) or a significant negative effect (on democratic political attitudes and petitioning a government agency). The political context of Taiwan may explain why people who distrusted Taiwan's political system were more democratic and more tolerant in their attitudes than those who had more political trust.     

The extent of family and school social capital promoting positive subjective well-being among primary school children in Shenzhen, China

This study aimed to examine, first, the extent to which variations in family and school social capital can be explained by child's differing socioeconomic and demographic background and school characteristics; and second, the extent to which family and school social capital in combination might be associated with variations in child subjective well-being in Shenzhen, China. This study was a cross-sectional survey design, using stratified random sampling. A total of 1306 sixth-grade primary school children and their parents were drawn from 16 schools, and a self-administered questionnaire was used. The results suggested that gender difference, the only child status at home and hukou status had impacts on family and school social capital accrued among primary school children in Shenzhen. There were also links between child's perception of connectedness to their parents, peers, and teachers, and their positive child subjective well-being.     

Sexual needs, control, and refusal: how "doing" class and gender influences sexual risk taking

The poor are disproportionately affected by unintended pregnancy and sexually transmitted infections (STIs). We know relatively little, however, about the sexual processes behind these disparities. Despite studies of gender enactment's influence on sexual behaviors, few analyses examine the sexual "doing" of social class. We conducted sexual history interviews with 36 women and men, half middle class and half poor and working class. Most respondents reported that men have greater sexual appetites than women, but the middle class were more likely to cite social influences while the poor and working-class respondents primarily ascribed biological origins. The social construction of sexual controllability among the middle class contributed to perceptions that sex was a containable force. Poor and working-class women described men's sexual needs as physiologically irrepressible, which shaped sexual refusal. Our findings move beyond socioeconomic status (SES) as a "risk factor" and explore two examples of how gender and social class mediate people's sexual selves and health.     

Social capital and psychological distress

The author proposes a conceptual model to explain the diverse roles of social capital--resources embedded in social networks--in the social production of health. Using a unique national U.S. sample, the author estimated a path analysis model to examine the direct and indirect effects of social capital on psychological distress and its intervening effects on the relationships between other structural antecedents and psychological distress. The results show that social capital is inversely associated with psychological distress, and part of that effect is indirect through subjective social status. Social capital also acts as an intervening mechanism to link seven social factors (age, gender, race-ethnicity, education, occupational prestige, annual family income, and voluntary participation) with psychological distress. This study develops the theory of social capital as network resources and demonstrates the complex functions of social capital as a distinct social determinant of health.     

ELEMENTARY SCHOOL STUDENTS' EXTRACURRICULAR ACTIVITIES: THE EFFECTS OF PARTICIPATION ON ACHIEVEMENT AND TEACHERS' EVALUATIONS

ABSTRACT

I use data from the Early Childhood Longitudinal Study to examine both the number and the types of extracurricular activities in which elementary school students participate and find significant differences in participation patterns by gender, race, and class. The number of activities in which students participate during kindergarten and first grade affects their gains in reading achievement test scores between first and third grade and third grade teachers' evaluations of mathematics skills, but does not affect gains in math achievement test scores or teachers' evaluations of language arts skills. Dance lessons, athletic activities, and art lessons, in particular, affect one or more of the dependent variables. With one exception, interactions of extracurricular activities with socioeconomic status show that less-privileged children benefit more from participation in activities than do more-privileged children, providing evidence against Bourdieu's theory of cultural capital and social reproduction.     

Urban Nightlife,Social Capital,and the Public Life of Cities1

Sociologists and urban scholars emphasize how nightlife establishments contribute to the social capital and public life of cities. In the interests of tempering this line of argument, I suggest three generalizable empirical findings that provide grounds for skepticism on this score: (1) the racial and class barriers to participation imposed by urban nightlife enterprises; (2) the normalization of gender differences and the routine harassment of women within such scenes; and (3) the lack of inclusiveness surrounding local nightlife in urban neighborhood communities. These findings suggest that nightlife scenes may function more efficiently as generators of bonding rather than bridging social capital.     

Inequalities in social capital and their longitudinal effects on the labour market entry

This study investigates socio-economic and ethnic inequalities in social capital and their effects on the process of the labour market entry. We use longitudinal data about the transition from school to work of lower- and middle educated young people in Belgium. Social capital is measured with three robust position generator measures. In line with previous studies, there are substantial socioeconomic and ethnic inequalities in the access to social capital. Ethnic differences in social capital are, however, due to the socio-economic deprivation of ethnic minority groups in Belgium. Among the specific population of lower- and middle educated youth, knowing more people from the working class leads to a higher likelihood of entering the labour market versus continuing in education, whereas knowing more people from the higher service class results in a lower likelihood of entering the labour market. Especially the resources of strong ties such as relatives and friends are important for these decisions. In addition, once entered the labour market, social capital has an impact on the likelihood of getting a job. Lower- and middle educated labour market entrants who know more people from the working class are more likely to find work, whereas knowing people from the lower service class decreases the job chances. However, there is no evidence for social capital effects on the occupational status of the job among our population.     

Generation Status,Social Capital,and the Routes Out of High School

This study investigates immigrant-native differences in the activities of adolescents 2 years after their sophomore year of high school. We employ longitudinal data for the modeling of duration, nativity and generation differences in education and employment activities during late adolescence. We ask if the same human and social capital characteristics employed as explanations for nativity differences in achievement are predictive of high school participation versus other activities such as labor force participation within a cohort of adolescents. Despite their lower levels of human capital and lower previous academic performance, recent immigrants who arrive in the United States as adolescents are more likely than those who arrive earlier or those born in the United States to persevere in high school. Access to familial social capital and attitudinal measures help explain some of this effect. As for those who do leave school early, socioeconomic status and language background play a role in the activities respondents pursue. While recent immigrants are more likely to persevere in high school, once they leave they are no more likely to pursue additional education than their U.S. born counterparts.     

Social Capital and Neighborhood Poverty

ABSTRACT

Research indicates that concentrated neighborhood poverty has numerous detrimental effects on the health and well-being of individuals, families, and communities. The term “neighborhood effects” has been used to describe the interaction between socioeconomic disadvantage and social problems at the neighborhood level. Social capital theory, defined broadly as social networks characterized by trust and reciprocity represents one prominent explanation for the phenomenon of neighborhood effects. Within poor neighborhoods, it is theorized that socioeconomic characteristics of the neighborhood foster inadequate social capital and it is this low level of social capital that leads to the phenomenon of neighborhood effects. In order to explore the utility of social capital theory in explaining neighborhood effects, this paper argues for an ecologically-grounded model of social capital that allows for the different ways in which social capital operates within different types of neighborhoods. Implications for social work practice, policy and education are discussed.     

Socioeconomic Inequality in Decoding Instructions and Demonstrating Knowledge

Qualitative Sociology - Cultural capital may contribute to socioeconomic achievement gaps by shaping how students engage with authority in schools. However, social class shapes academic skills and...     

Race,Gender, and the Invisible Hand of Social Capital

To better understand persistent race and gender inequality in the labor market, this article discusses the informal processes by which social connections provide individuals with access to information, influence, and status that help to further people’s careers. Because social networks are segregated by race and gender, access to these social capital resources tends to be greater for white men than for minorities and women. To illustrate this point, research on the invisible hand of social capital is presented. In short, high-level job openings are commonly filled with non-searchers – people who are not looking for new jobs – thanks to their receipt of unsolicited job leads. Recent studies find that this process operates more effectively for white men than for minorities and women, demonstrating how the invisible hand of social capital helps to perpetuate race and gender inequality. The article concludes with a discussion of the implications of these findings and directions for future research.     

Limits of Social Capital for Refugee Integration: The Case of Gay Iranian Male Refugees' Integration in Canada

Each year thousands of refugees, including racialized LGBT refugees, are resettled in Canada. Currently, economic independence is the foremost policy goal in integrating Canada's refugees. This policy often relies on social capital as a non-economic solution to integration. I draw on 35 multi-sequential interviews with 19 gay Iranian men to connect the empirical and theoretical debates around refugee integration and argue that over-reliance on refugees' deployment of social capital for integration has grave shortcomings for their senses of belonging. I suggest that examining racialized LGBT refugees' integration strategies best reveals communitarian social capital's flaws at the conjunction of sexuality, gender, race, and class. I draw on Bourdieu's writings on social capital to highlight internal group differences, social inequalities, and the vital convertibility between financial, social, and cultural capital in building transferrable resources for refugee integration. I conclude by urging policy-oriented studies of social capital.     

Locating difference: class, 'race' and gender, and the shaping of social inequalities

The current interest in difference has arisen in part because of its importance in recent recognition claims, and in part because of a belief that as a concept it can illuminate social diversity. Debates here have stressed the importance of the symbolic in the construction of social relations and social diversity, and have highlighted the relational underpinnings of diversity. In this paper we seek to take forward aspects of such an analysis by examining some issues in the shaping of difference and inequalities in the domains of gender, class and ‘race’. It is our argument that we can gain insights in these domains by better describing and theorising the mutuality of value and material social relations. The paper argues that issues of identity and difference need to be more firmly located within relational accounts of social practice, and in the nature of claims (to recognition and resources) which emerge out of different social locations. By exploring issues of difference in debates on class, gender and ‘race’, we argue that relational accounts must be placed within a perspective that also emphasises the content and patterned nature of (highly differentiated) social relations.     

Gender Inequality in Authority and Autonomy in the Workplace in Japan,Britain, and the United States*

Abstract This study examines gender inequality in the distribution of various aspects of autonomy and authority in the workplace in Japan, Britain, and the United States. In all three societies, there are clear gender gaps in access to autonomy and authority relations, but the distributions are most unequal in Japan. The main part of this study involves the testing of four hypotheses which attempt to explain gender differences in autonomy and authority. The first hypothesis, which focuses on family responsibilities, receives limited support from the Japanese and British data. Japanese and British women are disadvantaged in obtaining managerial positions and supervising other employees by the presence of children. The human capital explanation of gender inequality in the workplace appears to be supported to some extent in Japan and Britain because gender gaps are reduced when we controlled for Render differences in education, tenure and work experience in these countries. The differential access to managerial positions is an important source of gender inequality in workplace social relations in all three countries. Nonetheless, significant gender gaps remain. especially in the United States. When all these factors (family responsibilities, human capital and managerial positions) are taken together, gender gaps are reduced substantially in Japan. In contrast. persistent gender inequality is found in the United States.     

Limited opportunities: Adolescents’ access to social capital in secondary schools in three European countries

While previous research indicates that students benefit from their peers’ resources, little is known about access to social capital in the school context. Therefore, this study examines differential access to social capital – measured by friends’ socioeconomic status (SES), the number of books they have at home, and their reading habits – in secondary schools in Germany, the Netherlands, and Sweden. Relying on a large-scale dataset, I investigate the association between socioeconomic status, minority status, and social capital using complete friendship network information. I argue that social capital access is connected to a two-stage process consisting of school sorting and friendship selection. To differentiate between these two processes, I apply within-between random effects (REWB). The models show that friendship selection is much less relevant for access to social capital than school sorting. Results indicate that while high-SES students have better access to social capital across dimensions, access patterns for minority students are more nuanced.