Assessing structural correlates to social capital in Facebook ego networks

Research in computer-mediated communication has consistently asserted that Facebook use is positively correlated with social capital. This research has drawn primarily on Williams’ (2006) bridging and bonding scales as well as behavioral attributes such as civic engagement. Yet, as social capital is inherently a structural construct, it is surprising that so little work has been done relating social capital to social structure as captured by social network site (SNS) Friendship networks. Facebook is particularly well-suited to support the examination of structure at the ego level since the networks articulated on Facebook tend to be large, dense, and indicative of many offline foci (e.g., coworkers, friends from high school). Assuming that each one of these foci only partially overlap, we initially present two hypotheses related to Facebook social networks and social capital: more foci are associated with perceptions of greater bridging social capital and more closure is associated with greater bonding social capital. Using a study of 235 employees at a Midwestern American university, we test these hypotheses alongside self-reported measures of activity on the site. Our results only partially confirm these hypotheses. In particular, using a widely used measure of closure (transitivity) we observe a strong and persistent negative relationship to bonding social capital. Although this finding is initially counter-intuitive it is easily explained by considering the topology of Facebook personal networks: networks with primarily closed triads tend to be networks with tightly bound foci (such as everyone from high school knowing each other) and few connections between foci. Networks with primarily open triads signify many crosscutting friendships across foci. Therefore, bonding social capital appears to be less tied to local clustering than to global cohesion.     

The role of network setting and gender in online content popularity

In this study, we explore the role of specific network structures that enhance social capital and assess the extent to which gender, social ties, and communication interaction relate to content popularity within online social networks (OSNs). Our results are based on an extensive OSN data set, containing over 100,000 members, connected by over 1.7 million links. The findings indicate that content popularity inference is more accurate when considering activity interaction among users and that network structures known as advantageous for amassing social capital in the offline environment are relevant online as well. We conclude by discussing how gender mediates the correlation between some network measures and the growth of users’ content popularity and provide a potential explanation for the emergence of gender differences.     

Do rich teens get richer? Facebook use and the link between offline and online social capital among Palestinian youth in Israel

Studies have shown that using social networking sites contributes to social capital. This study investigated the association between specific features of Facebook and online social capital. Two contrasting hypothesis were tested. The first posits that the rich get richer, meaning that the creation of social capital online reflects the stock of offline resources already available. In contrast, the compensation hypothesis argues that disadvantaged ethnic minorities are more likely to use social media to compensate for their lack of social capital offline. We tested these two theories among a representative sample of Palestinian teenagers (N?=?567). While we found no gender differences in the use of Facebook’s features, our results highlight the positive correlation between the use of active and passive communication features and perceived social capital online. Moreover, the results support the rich-get-richer model; in that, even among this socially disadvantaged group, the youngsters who already had a store of social capital offline benefitted more from using Facebook.     

“What’s on Your Mind?” Examining the Influence of Facebook User Motivations,Usage Intensity,and Public Self-Disclosure on Perceived Social Capital

ABSTRACT

This study examines the influence of user motivations and behaviors on perceptions of mutually beneficial social resources accessible via connections formed and maintained on Facebook. Survey data collected from undergraduate Facebook users were used to construct a multiple-group structural equation model of male (n = 109) and female (n = 187) users to assess the effects of motivations, usage intensity, and general public self-disclosure on users’ perceptions of bridging and bonding social capital. Results indicate that status and relationship formation motivations directly affect both dimensions of social capital for all users. Formation motivation was found to positively affect public self-disclosure for male users, and usage intensity was found to mediate the positive effect of user motivations on public self-disclosure for both groups. General self-disclosure on public Facebook profiles was found to positively affect perceived bridging capital and mediated the effect of formation motivation on bridging capital only for male users, while public self-disclosure was not found to significantly predict either dimension of social capital among female users. Findings are discussed within the theoretical framework of social capital and the hyperpersonal model of computer-mediated communication, and directions for future research are proposed.     

Role of Facebook use in predicting bridging and bonding social capital of Pakistani university students

ABSTRACT

The explanatory study aimed to examine the role of Facebook use (intensity of Facebook use, Facebook relationship maintenance behaviors, duration of use, and number of ties), motives of using Facebook (making new social ties, maintaining existing social ties, seeking and sharing information, self-expression, self-documentation, and recreation), and sociodemographic characteristics (age, education, gender, and monthly family income) in predicting the formation of bridging and bonding social capital among youth. Opting Putnam’s theory of social capital, a survey was conducted from eight randomly selected universities of Lahore, Pakistan. A total of 1,245 students, had an average age of 21, were participated in this study. Stepwise multiple linear regression technique was used to explain bridging and bonding social capital. The study found that motives of using Facebook had a major role in predicting bridging and bonding social capital of the students. The intensity of Facebook use and Facebook relationship maintenance behaviors were also positively correlated with bridging and bonding social capital. Except for the age for bonding social capital, no other sociodemographic variables had an influence on bridging and bonding social capital.     

Digital methods in a post-API environment

ABSTRACT

Qualitative and mixed methods digital social research often relies on gathering and storing social media data through the use of APIs (Application Programming Interfaces). In past years this has been relatively simple, with academic developers and researchers using APIs to access data and produce visualisations and analysis of social networks and issues. In recent years, API access has become increasingly restricted and regulated by corporations at the helm of social media networks. Facebook (the corporation) has restricted academic research access to Facebook (the social media platform) along with Instagram (a Facebook-owned social media platform). Instead, they have allowed access to sources where monetisation can easily occur, in particular, marketers and advertisers. This leaves academic researchers of digital social life in a difficult situation where API related research has been curtailed. In this paper we describe some rationales and methodologies for using APIs in social research. We then introduce some of the major events in academic API use that have led to the prohibitive situation researchers now find themselves in. Finally, we discuss the methodological and ethical issues this produces for researchers and, suggest some possible steps forward for API related research.     

Testing the validity of social capital measures in the study of information and communication technologies

Social capital has been considered a cause and consequence of various uses of new information and communication technologies (ICTs). However, there is a growing divergence between how social capital is commonly measured in the study of ICTs and how it is measured in other fields. This departure raises questions about the validity of some of the most widely cited studies of social capital and ICTs. We compare the Internet Social Capital Scales (ISCS) developed by Williams [2006. On and off the ’net: scales for social capital in an online era. Journal of Computer-Mediated Communication, 11(2), 593–628. doi: 10.1111/j.1083-6101.2006.00029.x] – a series of psychometric scales commonly used to measure ‘social capital’ – to established, structural measures of social capital: name, position, and resource generators. Based on a survey of 880 undergraduate students (the population to which the ISCS has been most frequently administered), we find that, unlike structural measures, the ISCS does not distinguish between the distinct constructs of bonding and bridging social capital. The ISCS does not have convergent validity with structural measures of bonding or bridging social capital; it does not measure the same concept as structural measures. The ISCS conflates social capital with the related constructs of social support and attachment. The ISCS does not measure perceived or actual social capital. These findings raise concerns about the interpretations of existing studies of ‘social capital’ and ICTs that are based on the ISCS. Given the absence of measurement validity, we urge those studying social capital to abandon the ISCS in favor of alternative approaches.     

Social mobility and social capital in contemporary Britain

This paper seeks to contribute to social capital research by linking measures of formal and informal forms of social capital to social mobility trajectories and assessing their impact on social trust. Drawing on data from a recent national survey – Cultural Capital and Social Exclusion (2003/2004 ) – we analyse formal civic engagement and informal social connections. The latter data are obtained using, for the first time in a study in Britain, Lin's (2001 ) 'Position Generator' approach as a means to identify the volume, range and position of individuals' informal social contacts. The pattern of contacts suggests that access to social ties is strongly conditioned by mobility trajectory. We also show that civic engagement in formal associations is especially high among second-generation members of the service class. It is also shown that both class trajectory and possession of two types of social capital have significant impacts on trust. Among the social groups disadvantaged in terms of bridging social ties are not only those in lower classes but also women and members of minority ethnic groups.     

Good girls don't comment on politics? Gendered character of online political participation in the Czech Republic

The article aims to contribute to the still relatively unexplored area of the relationship between gender and online political participation. Using two complementary methods – a representative, post-election survey of the adult Czech population and a content analysis of communication on the selected Czech political parties’ Facebook profiles during the campaign for the 2013 Parliamentary Elections – we attempt to challenge some established assumptions regarding the allegedly equalizing effect of the Internet and social media on participatory behaviour of men and women. While survey data discovered subtle yet statistically significant differences between men and women in some online expressive activities on Facebook, mainly commenting on other users’ statuses, content analysis further revealed that there are not only notable gender gaps among the Facebook users who commented on the campaign, but also differences in the tone of communication produced by the respective gender groups, with men posting more negative comments addressed to parties as well as to other Facebook users. We suggest that these results question the prevailing perception about the narrowing of the ‘gender gap’ in the online environment and call for a more nuanced methodological approach to different forms of online political expression.     

Class inequalities in access to social capital in the metropolitan area of Buenos Aires

this paper analyzes social class inequalities in access to social capital. Quantitative methodology was used with data from the PI-Clases “Reproduction and social mobility in family trajectories and life courses” survey, conducted in the Metropolitan Area of Buenos Aires in 2015 (n = 1065). Social capital measures where derived from the Position Generator (Lin, 2001) to identify the volume, status and range of the respondent’s networks. Results show that there are class inequalities in access to social capital in terms of the number of contacts, mean status of contacts, range of contact’s status and highest status of contacts. Also, the working class is more heterogeneous in its access to social capital, suggesting it has a sector that has network ties with people from the middle class and a sector with lower social capital. The observed trend is of gradational differences between class strata, with more marked inequalities between the service, intermediate and working class, but with fluid class boundaries without social segregation. Also, social capital is conditioned by intergenerational mobility trajectory, showing a trend of elasticity in the class composition of social relationships. The upwardly mobile can increase their access to social capital but don’t reach the same level as the intergenerationally stable, while the downwardly mobile retain some social capital from their class origins.     

A Systems View of Companies’ Communication in Online Social Environments

In order to enrich previous contributions interested in the identification of possible pathways to improve companies’ capabilities to better face the challenges imposed by increasing social and economic variety, this paper focuses attention on the role of companies’ communications in online social environments. Thanks to the adoption of systems thinking, the paper enlarges existing contributions on companies’ online communication by combining the research streams of signalling theory, capital need theory, and legitimacy theory. By building on a multi-disciplinary literature review, this paper identifies three variables to analyse the effectiveness of companies’ communication based on the use of social networks: the frequency, the instability, and the previous activities. Empirical research is proposed with reference to a sample composed by the 50 best performing European companies in terms of return on sales (ROS) (USD) in 2015 via the use of structural equation modelling (SEM). SEM is applied to explore the relationships among identified variables in companies’ online communication on Facebook and Instagram, and how those communications influence companies’ economic performance in terms of ROS.     

Staking reputation on stakeholders: How does stakeholders’ Facebook engagement help or ruin a company’s reputation?

The majority of studies in public relations continue to examine organization-public relationships from only the organization’s perspective, with few studies focusing on the other side of the communication loop: stakeholders. The current study takes the stakeholders’ perspective to investigate the relationship between active stakeholders’ online behavior and corporate reputation. Modeling 5-year longitudinal social media data, a content analysis was conducted for Fortune 500 companies in the context of Facebook. By examining stakeholders’ Facebook engagement at the two levels of shallow engagement and profound engagement, significant associations were discovered. Active stakeholders’ Facebook-based interactions as leaving positive or negative comments with a company are significant predictors of the company’s reputation score. The findings bring new insights to existing literature and also practical implications to public relations professionals.     

Banking on Families: How Families Generate and Distribute Social Capital

Before we can determine the relevance of social capital to the sociology of family and kinship, we must fill the gaps in our theoretical knowledge. For example, we still do not know how couples, parents, children, and groups generate, accumulate, manage, and deploy social capital. Neither do we know the consequences of social capital for the welfare of families and their individual members. To investigate these areas, we must replace the makeshift measures currently in use with measures that do not confuse social capital with the presumed consequences of access to same. With this attention to theoretical elaboration and careful measurement, we will discover whether the idea of social capital is fruitful or merely decorative.     

Engagement across three social media platforms: An exploratory study of a cause-related PR campaign

This study analyzed a social media campaign promoting child welfare to explore the associations among people's social media use, their engagement with different social media platforms (blog, Facebook page, Twitter account), and three intended behavioral outcomes (social media behavior, offline communication behavior, and helping behavior). An online survey of 73 participants shows that people's use of each social media platform was significantly related to their engagement with it at a bivariate level (when the other control variables were not considered). Social media use was also related to all three behavioral outcomes. Additionally, users’ engagement played a significant mediating role in the relationship between their social media use and their offline communication behavior.     

Adolescents’ Friends,Parental Social Closure,and Educational Outcomes

There is a growing recognition of the importance of the social resources accessed through friends on adolescents’ educational outcomes. However, the research on the influence of these social resources remains inconclusive, due primarily to the different ways in which social resources have been conceptualized and measured. Using panel data from the Educational Longitudinal Study, we estimate the association between two measures of adolescents’ social resources in the Educational Longitudinal Study base-year, their high school grade point average in the first follow-up, and the likelihood of attaining a four-year college degree by the third follow-up. Grounded in the literature on social capital, our findings show that friendships that provide access to high social closure parental networks are favorably associated with grade point average and college completion. We discuss results in terms of their implications on school reform efforts intended to manufacture adolescents’ access to norm-reinforcing networks.     

Facebook: A new communication strategy for non-profit organisations In Colombia

This study examines the use of Facebook by Colombian NPOs as a communication strategy. In turn, it also analyses the factors that influence the Facebook content published by such entities. Findings indicate that the use of social media is scarce, particularly pertaining to content related to fostering stakeholder involvement. Moreover, the factors “network activity”, “internationalisation” and “experience in social media” are significant predictors of the use of this tool as a channel for communication and dialogue.     

People with disability and new disaster communications: access and the social media mash-up

This article explores how a lack of access to increasingly complex and overlapping digital communications platforms in times of disaster for people with disabilities has the potential to make already life-threatening situations considerably more dangerous. As we are increasingly coming to rely on a social media mash-up of digital platforms to assist in communications during disaster situations, the issue of accessibility for people with disabilities is as dire as if it was high ground during a tsunami or transport during a typhoon. The contemporary social media environment is characterised by a complex and overlapping network of complementary platforms, populated by user-generated content, where people communicate and exchange ideas. In this environment, YouTube videos are posted to Facebook and embedded in blogs, and Twitter is used to link to these other sites and is itself embedded in other platforms. These networks are increasingly supplementing and supplanting more traditional communication platforms, such as the television and radio, particularly in times of disaster. The concern of this paper is that the elements from which this mash-up of communications channels is made are not always accessible to people with disabilities. This evolving network of social media-based communication exposes the limits of existing Internet-based universal design.     

Social capital and public goods

Previous literature suggests positive relationships between social capital, pro-social behavior and subsequent economic development. We analyze the relationship between social networks and trust (two measures of social capital) and self-reported charitable contributions of time and/or money (pro-social behavior) using data collected from two ethnically distinct, low-income neighborhoods. We find that large social networks are positively related to charitable contributions, but that the effects of trust are less robust. We also find that social networks that are more geographically dispersed tend to be larger. Our results indicate that the social capital in a neighborhood is more important than ethnicity, ethnic diversity, or other demographic information in understanding public goods contributions.     

The elements of social capital in the context of six high schools

Purpose: The study described in this paper is part of a larger research project entitled, “Social Capital and Its Effects on the Academic Development of Adolescents At Risk of Educational Failure.” We drew the data for this study from in-depth case studies of six United States public and private secondary schools. We selected the schools based on two criteria: (1) they enrolled substantial proportions of students who would be considered to be at risk of educational failure due to their academic status, social background, or geographical location; and (2) they had qualities that led us to believe that the probability of finding school-based forms of social capital would be high. In selecting schools, we sought variation among settings, selecting case-study sites that allowed us to learn about how schools create and sustain social capital supportive of the academic development of students, particularly students characterized as at risk of failure.Background: In the first part of the larger research project, we used quantitative methods and a large, nationally representative sample of U.S. secondary schools and students. In that study, we documented the existence of a relationship between school-based social capital and such student outcomes as positive academic behaviors, achievement growth over the secondary years, and the probability of dropping out of high school. We operationalized the construct of social capital with two measures of the quality of students’ relationships with their teachers—the extent to which students saw their teachers as supportive and whether students sought guidance from their teachers outside of class. We believed, however, that school-based forms of social capital are more varied and complex than this. Moreover, we thought that it was important to examine in greater detail how social capital itself varies with the organizational and structural characteristics of high schools. Therefore, we embarked on a second phase of our study in which we relied on qualitative methods: specifically, the in-depth investigation of a small set of high schools thought to have social capital but exhibiting important variation on organizational and structural characteristics. Within these schools, we used field-based methods to examine social capital and students’ access to it.Methods: In general, we asked, “What does social capital look like in the six high schools that we studied?” “Do the quality or characteristic of social capital depend on a school’s student body composition, its programs and policies, or the ideologies and traditions that underlie its operation?” “If so, how do these factors influence the quality of school-based social capital that students have access to in a school?” “Are characteristics or elements of social capital especially prevalent or dominant in certain types of schools?” “Which types of schools, given our case-study sites?” “What do the results of these investigations tell us about the nature of social capital—its creation, maintenance, and usefulness to students and teachers in high schools?”Results: Our analyses of interview data and field notes suggest that school-based forms of social capital may be viewed from six different perspectives. These perspectives, which we refer to as elements of social capital in our paper, are:

• 1. Volition and perceived interest in membership. What are the opportunities that individuals have, both in terms of choices between schools and choice of programs within schools, to affiliate with others based on their interests? These choices may strengthen social capital within groups but weaken social capital between groups that comprise a school and its adjacent community.
• 2. Location and integration of social capital across social relationship networks. Where is social capital located in a school? Although we see the primary location for social capital to be between students and teachers, other networks of relationships also influence the extent to which students can gain access to social capital through teachers (e.g., teacher-to-teacher relationships or teacher-to-parent relationships). Integration across these relationships facilitates the formation of new relationships, trust building, and flows of information.
• 3. Impetus for social capital. What are the reasons that people seek to form supportive, collaborative relationships within schools? Such reasons may be individual or organizational, we argue. Nonetheless, social capital is most powerful when the impetus for its creation and maintenance coincide—that is, when organizational factors reinforce personal inclinations, perceived interest, and a sense of community.
• 4. Formation and stock of social capital. How much effort is required to create social capital? Social capital may occur naturally, as in small, rural schools, or it may require substantial effort and purposeful actions, as in large, urban schools. Natural forms of social capital may have negative consequences if they restrict exchanges with external groups to an extent that academic development is curtailed. Purposeful forms may also have negative consequences, if too much effort is required to create and sustain social capital, drawing deeply on already scarce resources.
• 5. Focus and quality of social capital. How is social capital used in a school? Social capital may be used for many different purposes, not all of which promote academic development. Social capital may be used to primarily promote social goals or ends, or even to undermine students’ development and a school’s academic mission. Differences in interest between school members diminish the focus of social capital, weaken its utility for academic purposes, and can create conflicts over its use and function.
• 6. Norms and social control. Do school norms and sanctions promote positive expectations and interactions between members of a school? Behavioral expectations and official actions are an important element of school-based forms of social capital. Over reliance on sanctions can undermine trust, just as does failure to sanction significant violation of rules. The consequences, norms, and sanctions for social capital depends on how much socialization is required to comply with norms, the perceived fairness of norms and sanctions, and the costs and benefits associated with compliance.
• 7. Conclusion: Using these conceptual lenses, we examine how social capital takes shape and is used in six different high schools. We provide examples of how each of the above six elements helps to understand the quality of interactions between students and teachers, as well as the educational environment in which students’ academic development takes place. In concluding the paper, we argue that social capital is a complex yet useful construct for examining the operation of high schools and the academic development of the students who attend them. Moreover, our examination of six high schools suggests that there can be too much social capital in schools and that social capital is most difficult to nurture in places that need it most. Using our field data, we give examples and provide further explanation for why this is so.

%Rather than provide an in-depth treatment of each element, we have instead attempted to lay the groundwork for deeper study and conceptual development of the notion of social capital in this paper. Each of the elements deserves more careful scrutiny, we believe, especially if we are to weave together in a meaningful fashion the conceptual threads that make social capital such an appealing construct. This initial study reveals some of the richness and complexity of social capital as a construct, as well as the utility of examining it through the six conceptual lenses that we use in this paper.