Social Capital in the Creation of Human Capital

Author(s):  
James S. Coleman

There are two broad intellectual streams in the description and explanation of social action. One, characteristic of the work of most sociologists, sees the actor as socialized and action as governed by social norms, rules, and obligations. The principal virtues of this intellectual stream lie in its ability to describe action in social context and to explain the way action is shaped, constrained, and redirected by the social context. The other intellectual stream, characteristic of the work of most economists, sees the actor as having goals independently arrived at, as acting independently, and as wholly self-interested. Its principal virtue lies in having a principle of action, that of maximizing utility. This principle of action, together with a single empirical generalization (declining marginal utility), has generated the extensive growth of neoclassical economic theory, as well as the growth of political philosophy of several varieties: utilitarianism, contractarianism, and natural rights. In earlier works (Coleman 1986a, 1986b), I have argued for and engaged in the development of a theoretical orientation in sociology that includes components from both these intellectual streams. It accepts the principle of rational or purposive action and attempts to show how that principle, in conjunction with particular social contexts, can account not only for the actions of individuals in particular contexts but also for the development of social organization. In the present paper, I introduce a conceptual tool for use in this theoretical enterprise: social capital. As background for introducing this concept, it is useful to see some of the criticisms of and attempts to modify the two intellectual streams. Both these intellectual streams have serious defects. The sociological stream has what may be a fatal flaw as a theoretical enterprise: the actor has no “engine of action.” The actor is shaped by the environment, but there are no internal springs of action that give the actor a purpose or direction. The very conception of action as wholly a product of the environment has led sociologists themselves to criticize this intellectual stream, as in Dennis Wrong’s (1961) “Oversocialized Conception of Man in Modern Sociology.”

2019 ◽  
Vol 7 (4) ◽  
pp. 181-189 ◽  
Author(s):  
Östen Wahlbeck ◽  
Sabina Fortelius

This article explains from a Bourdieusian perspective how migrants gain access to fields in which their resources are valued and their cultural and social capital can be mobilised. Interviews conducted among Swedish migrants in Helsinki (Helsingfors) illustrate how the migrants have been able to utilise various forms of capital to gain access to the local labour market. Knowledge of the Swedish language and society may constitute cultural capital, but only in specific occupations and social contexts. The article highlights the importance of access to social networks among Finnish spouses and friends in finding information about the jobs in which knowledge of the Swedish language and society is valued. The results indicate that the resources of migrants do not always constitute a valuable social capital, migrants also need to be able to mobilise their resources in a given social context. It is also argued that there may be specific forms of cultural and social capital that are only available to migrants as a consequence of their being migrants. This migrant capital consists of the various forms of capital that are connected to the migration process and are mobilisable by the migrants.


2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.


2014 ◽  
Vol 44 (2) ◽  
pp. 37-62 ◽  
Author(s):  
Yvette Young

2021 ◽  
Vol 1 (1) ◽  
pp. 18-26
Author(s):  
Yossi Pratiwi ◽  
Sridelli Dakhi

Abstract.  Skilled in pragmatic language, means skilled in using language forms ( words, phrases and clauses appropriately according to the conditions, situations and social contexts behind it. Such pragmatic skills may be established if the situation, conditions and social context behind the use of the language can be adequately mastered. This study aims to describe the percentage of contributions to the mastery of sociolinguistic concepts with pragmatic skills. In line with the purpose of the study, sociolinguistic mastery data with pragmatic skills of 28 sample people netted with test instruments and analyzed with statistics r¬2.From the results of the analysis conducted, obtained a determination index of 0.78 which means; mastery of sociolinguistic concepts contributes 78% to the achievement of students' pragmatic skills. In accordance with the results of the above analysis, it can be concluded that mastery of sociolinguistic concepts is a variable of criteria that contributes very meaningfully to the improvement of pragmatic skills. Thus, the research hypothesis yaang said that the mastery of the concept of sociolinguistics contributes meaningfully to the development of pragmatic skills of students of SMP Negeri 1 Nias Selatan, the truth is proven


2007 ◽  
Vol 12 (1) ◽  
pp. 169-180 ◽  
Author(s):  
Fiona Gill

This paper examines the management of feminine identities in a women's rugby team in a rural British community. In so doing, the issue of new, and potentially problematic, forms of femininity are explored, with their attendant social consequences. The team, known as the Jesters, is situated in a social context which is dominantly masculine and heterosexist, with rigidly enforced gender roles. Due to their participation in rugby, a ‘man's game’, the Jesters are threatened with marginalisation for their apparent failure to conform to, and potential disruption of, established gender norms. This threat is managed through the performance of certain ‘inauthentic’ feminine identities (hyper-femininity and heterosexuality) on the part of the entire team. It is this ‘team identity’ which lies at the heart of this paper. This paper therefore examines the group dynamics of identity performance and negotiation. In negotiating ‘normal’ the Jesters are forced to confront changing gender norms and social contexts within the team itself. This paper also examines the difficulties faced by individuals when their own interests are opposed to the interests of the group of which they are a part. Although largely uncaring about the private lives of team members, the heterosexual members of the Jesters refuse to tolerate the performance of alternative versions of femininity when it may result in the exclusion of the team as a whole. This paper therefore examines the differing interests of heterosexual and lesbian femininities within a potentially marginalised group and some of the coping mechanisms adopted by both groups to develop a coherent team image.


2009 ◽  
Vol 74 (3) ◽  
pp. 423-447 ◽  
Author(s):  
Brian S. Robinson ◽  
Jennifer C. Ort ◽  
William A. Eldridge ◽  
Adrian L. Burke ◽  
Bertrand G. Pelletier

Large social aggregations are among the most highly organized events associated with mobile hunter-gatherers. The Bull Brook Paleoindian site in Ipswich, Massachusetts provides the strongest case for large-scale Paleoindian aggregation in North America, with 36 discrete concentrations of artifacts arranged in a large circle. Avocational archaeologists who salvaged the site in the 1950s interpreted it as a single occupation. Professionals first rejected and then revived this hypothesis, but the site remained insufficiently analyzed to evaluate. New research supports the single occupation hypothesis with a fully reconstructed site plan and the first complete analysis of artifact distributions. Clear spatial structure of activities within the ring-shaped site plan provides a window on social contexts that are also visible in smaller Paleoindian settlements.


2020 ◽  
pp. 107780122095427
Author(s):  
Jessica A. Blayney ◽  
Tiffany Jenzer ◽  
Jennifer P. Read ◽  
Jennifer Livingston ◽  
Maria Testa ◽  
...  

Sexual victimization (SV) risk can begin in social contexts, ones where friends are present, though it is unclear how friends might be integrated into SV prevention. Using focus groups, female college drinkers described (a) the role of friends in preventing SV, (b) the strategies friends use to reduce vulnerability, and (c) the barriers to implementation. Friends-based strategies (keeping tabs on one another, using signals to convey potential danger, interrupting escalating situations, taking responsibility for friends, relying on male friends) and barriers (intoxication, preoccupation, situation ambiguity, social consequences) were discussed. Interventions can draw on these strategies, but must address the critical barriers.


Author(s):  
Roger Harris ◽  
Robert Davison

Information systems (IS) are implemented within a social context consisting of economic, political, cultural and behavioural factors which differ greatly between societies and countries. Failure to take account of such differences can inhibit adoption of information technology (IT) and increase the risks of failure for system implementations. Developing societies are particularly vulnerable to such risk as their social contexts exhibit considerable differences, not only from the developed nations but also among themselves. This study examined the computer anxiety and involvement with personal computers (PCs) of six groups of computer-using students from China, Hong Kong, Malaysia, New Zealand, Tanzania and Thailand. Differences in comuter anxiety were found to exist between some of the groups, which was probably attributable to demographic factors. Differences were found to exist between the PC involvement of some of the groups which could be attributed to cultural factors. Implications for research and practice are drawn.


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