TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING

Developing healthy social and cultural capital and effects on education

jeudi 12 novembre 2015, par Polona Kelava



Social and cultural capital in some neighbourhoods is low and therefore the incentives for education are weak. In such an environment we have a greater share of youth at risk for ESL.

Sometimes schools and teachers are helpless in providing support to youth from disadvantaged backgrounds. Some existing programs for community help for children also seem to experience difficulties in providing the needed support (Whitfield, 2005).

Cultural capital, primarily build in a family, reproducing dominant symbols and meanings, and usually accumulating in culturally richer environments (Bourdieu, 1993/1999), is difficult (but not impossible) to be influenced from the outside (school, teachers, community), since its core lies in the youths’ families. Social capital, on the other hand, in its broader sense, meaning useful aspects of social networks, is found to have even stronger impact on one’s employment possibilities than education itself (Erickson, 2001), is the area which could be influenced in order to help youth build their environment.

In terms of understanding the relationship between social and cultural capital and persisting in education mutual relationship can be observed since persistence in education presumes bigger social and cultural capital (cf. Schuller et al., 2004). Therefore a vicious circle exists which is difficult to brake. Therefore efforts should be made to keep youth in education as long as possible in order to build their capital on one hand, and capital should be built in order to keep youth in education as long as possible.

Stimulation of social and cultural capital through community learning (such as local actions and intergenerational learning) and support on long term could show positive effects in preventing ESL.

Forthcoming

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