Measuring social capital: Orthodoxies and continuing controversies

Studying social capital is widely spread and the concept entered almost each and every field of the social sciences in the last decade. An overview of the available research strategies and empirical approaches of social capital is presented here. Surprisingly, the conceptual heterogenuity is much less reflected in operational and empirical heterogenuity than expected. The field is characterized by several orthodoxies, mainly related to the dominant position of polling methods and the use of straightforward survey questions. Available alternative approaches are limited to the use of official statistics as inverse indicators and to some experiments. The major pitfalls in empirical research on social capital are discussed. Urgently needed are multi-method and multi-level strategies in order to strengthen the role of empirical evidence in the debates on social capital, civil society, and citizenship.     

Three simple models of social capital and economic growth

This paper proposes three models of social capital and growth that incorporate different perspectives on the concept of social capital and the empirical evidence gathered to date. In these models, social capital impacts growth by assisting in the accumulation of human capital, by affecting financial development through its effects on collective trust and social norms, and by facilitating networking between firms that result in the creation and diffusion of business and technological innovations. We solve for the optimal allocation of resources channelled into the building of social capital, examine the models’ comparative statics and dynamics, and demonstrate how a tax and subsidy scheme may correct the resource under-allocation that results from the public good aspect of social capital creation. Observed differences in social capital across countries are explained by differences in government policies and the possibility of multiple equilibria and social capital poverty traps.     

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.     

The role of Landcare group networks in rural Australia: exploring the contribution of social capital

In this paper, the authors report their qualitative research examining the origins, modus operandi and outcomes of two networks. The concept of social capital explains, at least in part, the apparent success of these networks. The two networks attracted substantial funding, created opportunities for participation and shared learning, carried out extensive on-ground works, improved communication structures, adopted more professional management practices and increased the knowledge of members. The key elements of social capital that were important in achieving these outcomes were trust, norms, expectations of reciprocity and linkages. Empowerment acted as a bridge that linked social capital with other factors contributing to network outcomes. The success of these Landcare networks suggests that top-down government stimulus can be a catalyst for bottom-up community development.     

In credit we trust: Building social capital by Grameen Bank in Bangladesh

In this paper we examine how a third-party – Grameen Bank in Bangladesh – created social capital that has been a boon to the explosive growth of Microfinance in Bangladesh and elsewhere. Using Putnam's definition, we show how Grameen Bank created social capital by forming horizontal and vertical networks, establishing new norms and fostering a new level of social trust to solve the collective action problems of poor people's access to capital. The fact that a Microfinance Institution (MFI) can create social capital has strong policy implications. Since social capital is a public good – non-excludable and non-rivalrous – the market will underprovide such good. This paper shows that Microfinance corrects another type of market failure—under provision of a public good, in addition to correcting the failure of the credit market. The social capital building aspects of an MFI need to be taken into account in the whole debate about the need for subsidy.     

Social capital in community,family, and work lives of Brazilian migrant parents in Ireland

The paper examines a recent phenomenon of Brazilian migration to Ireland using social capital as a framework of analysis. The analysis specifically makes use of Portes and Sensenbrenner's typology of social capital sources (1993; Portes, 1998): bounded solidarity, value introjection, reciprocity, and enforceable trust. The paper examines the processes and dynamics inhering within these sources of social capital to account for the differential experiences of family, work, and community life in Ireland. The absence or presence of social capital sources, it is argued, is important in the experience of settlement and adaptation, especially in exacerbating or countering the disadvantages facing migrants. The evidence used is based on recent research from qualitative interviews with Brazilian parents in a small town in the west of Ireland, and residing in Ireland for several years.     

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.     

Conceptualising social capital in relation to the well-being of children and young people: a critical review

This exploratory article forms the background for an empirical study for the Health Education Authority on children, young people, health, well-being and social capital. In terms of morbidity, children tend not to exhibit clear health problems, but obviously engage in activities that have important implications for their health and well-being (West & Sweeting, 1996), and these activities may be influenced by, as well as impact upon, children's social capital. Social capital is an elusive concept and has been defined in various ways, and refers to sociability, social networks and social support, trust, reciprocity, and community and civic engagement. The paper contrasts three interpretations of the concept, by Coleman (1988, 1990), Putnam (1993, 1995) and Bourdieu (1986). It concludes that the concept is currently poorly specified as it relates to children, and that the use of the term is inherently problematic, and needs to be carefully critiqued and empirically grounded before it can usefully be applied in social policy formulations. One possible way forward might be to conceptualise social capital not so much as a measurable ‘thing’, rather as a set of processes and practices that are integral to the acquisition of other forms of ‘capital’ such as human capital and cultural capital (ie qualifications, skills, group memberships, etc).     

Street children in Moscow: using and creating social capital

The paper analyses the strategies of homeless street children in Moscow connected with the accumulation of social capital. Based on recent empirical research, it looks at the involvement of children in non‐criminal and criminal subcultures as a way to get access to important networks and resources, and shows how young people use their social skills and appropriate subcultural norms and values in order to build alternative careers. It demonstrates that children's social background plays an important role in their trajectories in the urban informal economy and society, and that they should not be viewed, as it is usually suggested in the social exclusion paradigm, as a single dispossessed mass which has fallen through support networks in various risk scenarios. Research data is reviewed to provide evidence that Moscow's homeless children are resourceful and deeply social agents who fmd surrogate families and ad hoc social memberships.     

Enhancing community capacity: Roles of perceived bonding and bridging social capital and public relations in community building

This study examined whether two types of perceived social capital – bonding and bridging – can affect individuals’ belief in community capacity in the context of a corporate community relations program to develop rural areas in South Korea. The results of the study's Web survey showed that perceived community capacity to resolve problems was significantly affected by their perception of both bonding and bridging social capital. The findings suggest that social capital serves as a mechanism that can foster community capacity through norms of interaction, reciprocity, and trust as aspects of civil society.     

Studying social capital in situ: A qualitative approach

In recent years, the concept of social capital – broadly defined as co-operative networks based on regular, personal contact and trust – has been widely applied within cross-disciplinary human science research, primarily by economists, political scientists and sociologists. In this article, I argue why and how fieldwork anthropologists should fill a gap in the social capital literature by highlighting how social capital is being built in situ. I suggest that the recent inventions of “bridging” and “bonding” social capital, e.g., inclusive and exclusive types of social capital, are fruitful concepts to apply in an anthropological fieldwork setting. Thus, my case study on the relationship between local people and newcomers in the rural Danish marginal municipality of Ravnsborg seeks to reveal processes of bridging/bonding social capital building. Such a case study at the micro level has general policy implications for a cultural clash between two different groups by demonstrating the complexity of a social capital mix where bonding social capital strongly prevails. This ultimately leads to a “social trap” (Rothstein 2005), implying widespread distrust and serious social and economic costs for a whole population. Gunnar Lind Haase Svendsen is Senior Researcher, at the Institute of Rural Research and Development, Southern University of Denmark. He is the co-author, with G. T. Svendsen, of The Creation and Destruction of Social Capital: Entrepreneurship, Co-operative Movements and Institutions (Edward Elgar, Cheltenham, UK, 2004, Paperback edition, October 2005); and author of Samarbejde og konfrontation. Opbygning og nedbrydning af social kapital i de danske landdistrikter 1864–2003 [Cooperation and Confrontation. The Creation and Destruction of Social Capital in Rural Denmark 1864–2003], Ph.D. dissertation, University of Sourthern Denmark, Esbjerg, 2004: http://www.humaniora.sdu.dk/phd/dokumenter/filer/Afhandlinger-30.pdfg. Gunnar Svendsen's scholarly interests include Bourdieusian Economics (new socioeconomics), capital theory, social capital, rural civic movements, and rural discourses. He has recently finished a research project for the Danish Ministry of the Interior about the role of intangible assets (culture, networks, and historical traditions) for differences in economic performance (DEP) among four Danish local communities.     

Civil society,social capital and the Twelve Step group

This article examines the nature of community and family by using the concept of civil society through a Twelve Step group called Al-Anon. Al-Anon is related to Alcoholics Anonymous and is a support group for families of alcoholics. The concept of civil society is addressed by looking at its development in political philosophy and sociology. The work of Putnam, in particular, is used to understand how civil society and the associations which make it up develop social capital [Making Democracy Work: Civic Traditions in Modern Italy, Princeton University Press (1993); Journal of Democracy, 6(1), 65–78 (1995); The Responsive Community, 5(2), 18–33 (1995)]. Social capital is understood to be norms and values such as trust and reciprocity that enable sociability or social connectedness. Community, then, embodies these norms of trust and reciprocity through their development in Al-Anon. Al-Anon is studied as an example of an association in civil society. The data come from an ethnographic study in Australia and five European countries as well as in-depth interviews with women members in Australia. The article reviews the similarities and differences between the various countries as well as the form that social capital takes for individual members.     

Consumer bankruptcy and default: The role of individual social capital

In this paper, we empirically assess the role of individual social capital on personal bankruptcy and default outcomes in the consumer credit market. After controlling for a borrower’s risk score, debt, income, wealth, and legal and economic environments, we find that default/bankruptcy risk rises and then falls over the lifecycle, while a borrower who owns a home or is married has a lower risk of default/bankruptcy. Moreover, a borrower who migrates 190 miles from his “state of birth” is 17% more likely to default and 15% more likely to file for bankruptcy, while a borrower who continues to live in his state of birth is 14% and 10% less likely to default and file for bankruptcy, respectively. A borrower who moves to a rural area is 9% and 7% less likely to default and declare bankruptcy, respectively. We also find that measures of social networks, norms, and cooperation and trust (i.e., aggregate social capital) are inversely related to consumer bankruptcy.     

Social capital as social relations: the contribution of normative structures

This paper presents a framework for social capital that highlights the normative structures through which it is manifested. The primary focus is on the ways that norms structure the relationships in which social capital is embedded. To this end, we introduce four types of normative structures which condition social capital: market, bureaucratic, associative, and communal. A field site in Japan is used to illustrate how different aspects of social capital interact. This case analysis also serves to make an important distinction between the availability and use of social capital. The central arguments are that 1) social capital is organized in different ways by the normative structures in which it is embedded; 2) there are important interactions between these different aspects of social capital that are often overlooked by simpler frameworks; 3) a useful distinction can be made between available social capital and used social capital; 4) access to social capital can be used to analyze power relations; and 5) distinguishing different aspects of social capital makes areas visible that are overlooked by other understandings of social capital. We conclude by identifying the utility of our perspective for informing public policy and guiding future research.     

Facilitating achievement by social capital in Japan

Social capital, as a comprehensive concept, comprises structural components representing social networks and functional components, which register past and future help, reciprocity, and trust. One assumption is that these various components interact and reinforce one another to enhance an individual's expected achievement. To validate the conceptualization and examine the consequences of social capital, the present study analyzed a set of data collected from 201 residents based in Japan. The results demonstrated that conceptualization proves to be valid in view of its adequacy in internal consistency and stability in the confirmatory factor model. The structural equation modeling likewise revealed contributions of the social capital components both individually and interactively. Notably, the Japanese respondents expected greater achievement with higher levels of both structural social capital and anticipatory functional social capital, which consequently tapped expected help, trust, and reciprocity. Structural social capital appeared to be a basis for functional social capital.     

Is social capital as a determinant of community attachment?

Abstract

Previous studies have shown population size, population density, length of residence, neighboring, and friendship networks are effective indicators of community attachment. Few studies, however, have used social capital to predict community attachment even though social capital has showed as an important indicator of community success. This study investigated the effects of social capital on community attachment and their reciprocal effects. Using the data of Iowa Small Town Poll in 2014, the results showed that the increases of bonding social capital, bridging social capital, and trust result in a higher level of community attachment. Further, a cross-lagged panel analysis, based on three waves of data in 1994, 2004, and 2014, indicated that while social capital has lasting effects on community attachment over time, no reciprocal effect between them. This analysis suggested a feasible way to enhance community attachment through developing social capital.     

A social capital approach to improving public relations’ efficacy: Diagnosing internal constraints on external communication

This article extends Heath's (2006) concept of fully functioning society theory (FFS) and argues that public relations can be used as a force to enhance collective social capital in communities. To serve this purpose, however, the effectiveness of an organization to serve its external publics is often dependent on the status and relationships the public relations function has developed within the organization. This paper provides a network analysis of a government agency in Jordan that illustrates the relationship between internal organizational social capital and the potential problems for establishing external relationships with publics. Implications for public relations research methods and theory are also discussed.     

Social capital and social exclusion in England and Wales (1972-1999)

Recent research on social capital has explored trends in membership in voluntary organizations. However, there is currently little robust evidence on such trends in the UK since the 1970s, nor is there any analysis of whether participation bridges social divisions or accentuates them. This paper explores trends in participation in England and Wales since 1972 using data from the Social Mobility Inquiry of 1972 and the British Household Panel Survey of 1992 and 1999. We are concerned with social exclusion mechanisms in social capital generation in Britain over the three decades. Using binomial and multinomial models to 'unpack' the effects of socio-cultural factors on civic participation and on different types of associational membership, we test the thesis of across-the-board decline in social capital by Putnam (2000) and that of rising levels of middle-class social capital versus consistent low levels of working-class social capital by Hall (1999). The results show significant socio-cultural-gender differences, a relative stability of middle-class participation, and a rapid decline in the working-class access to social capital. We challenge the established accounts of both theses.     

Engaging communities: Ostrom's economic commons,social capital and public relations

This article discusses the research of economics Nobelist Elinor Ostrom. It argues her analysis of long term community co-operation contains important insights for public relations, especially in the area of community engagement. Informed by Ostrom's focus on common pool resource management, the article highlights the importance of organisations adopting an attitude of mutuality to the external stakeholder environment. It also associates public relations practice with the promotion of a social commons. It then examines Ostrom's insights on the role that face-to-face communication plays in the generation of social capital and the norms of behaviour that promote co-operation. The article ends with a discussion of the implications of these findings for the practice of public relations in organisations and suggests areas for further research.     

The social capital and mental health of long-term social assistance recipients in Norway

Previous findings have generally demonstrated the positive mental health benefits of social capital. However, the mental health benefits of social capital for social assistance recipients have not been fully demonstrated. This study analyses the mental health benefits of individual-level bonding and individual-level bridging social capital for 551 Norwegian longer-term social assistance recipients. The findings demonstrate that bonding social capital, i.e. contacts with friends and access to social resources, are positively associated with mental health. Of the variables in the study that relate to bridging social capital, social trust and trust towards the social worker particularly show significant associations for mental health. Consequently, it is important that the mental health benefits of various forms of bonding and bridging social capital are acknowledged within social work practices and that social work practitioners actively aim to increase social trust in longer-term social assistance recipients.