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1.
Lien Pham 《Globalisation, Societies & Education》2013,11(1):39-60
Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship. 相似文献
2.
Yok-Fong Paat 《International Journal of Lifelong Education》2013,32(2):121-124
This study seeks to investigate the importance of life course capital on the educational aspirations of 40 social work undergraduates who were predominantly visible ethnic minority, immigrant descendants or non-traditional students in the mainstream US. Applying the resource perspective in this context, minority students’ academic successes hinge on their ability to acquire valuable resources needed for academic success over their life course (e.g. economic capital such as parental financial investment, scholarship and financial aids; cultural capital such as educational aspirations and values; and social capital such as parents’ involvement and social networks). Overall, minority social work students in this study face a multifaceted array of challenges associated with family financial strain, poor quality of early education, work obligations and economic constraints. Despite the fact that the participants exhibited a remarkable range of educational resilience, the diversities in their journeys to social work were influenced by a number of life course resources and varied systematically by personal experience as well as age cohort. 相似文献
3.
ABSTRACT University participation has increased in many countries in recent years in response to the requirement for a strong knowledge economy. While this has provided additional access opportunities, not all students enter university with the same transferrable social capital. To counter this, educational institutions could play a strategic role in the development of networks and connections that provide students with valuable information, support and a sense of belonging. This research project explored the development of social capital, and its impact upon university life satisfaction and wellbeing, within an Australian university course undertaken by all first-year students regardless of programme or discipline. A survey of students was conducted three times over one semester. The results suggested that peer-level social capital indicators of trust, social support and relatedness changed over the semester, while other social capital indicators begin high and remain stable. Bridging social capital and peer social support predicted university life satisfaction. The relationship between social capital and wellbeing was found to be more complex. In a competitive, global tertiary environment, institutions could maximise the satisfaction and success of increasingly diverse student cohorts through strategies that facilitate social capital development. 相似文献
4.
Richard Kirk 《Journal of Latinos & Education》2018,17(3):257-271
This qualitative study examines how Mexican American students participating in an AVID for Higher Education course perceived their preparation for the workforce and efficacy of completing a college credential. A focus group approach was used to explore how social and cultural networks (networks for success) contribute to college completion. The study is guided by the theoretical framework of building social networks through the availability and reception of social capital. Findings include Mexican American students’ efficacious beliefs of how networks for success assist in their persistence toward college graduation and entry into the workforce. Major themes are college success and social/cultural capital. 相似文献
5.
A common assumption in higher education is that international students find it difficult to develop learning and friendship relations with host students. When students are placed in a student-centred environment, international students from different cultural backgrounds are “forced” to work together with other students, which allows students to learn from different perspectives. However, large lecture rooms may provide fewer opportunities for students to work together in small groups. The purpose of this article is to understand how 191 international students from 34 cultural backgrounds and 16 host students build learning and friendship relations in a large classroom of 207 students. We have used an innovative mixed-method design of social network analysis in a pre- and post-test manner combined with two sets of focus groups. Using multiple regression quadratic assignment procedures, the results indicate that learning ties after 11 weeks were significantly predicted by the friendship and learning ties established at the beginning of the module, (sub)specialisation, and whether students were Chinese or not. Contrary to previous findings, team divisions played only a marginal role in building (new) learning relations. A substantial segregation between Confucian Asian, European international and UK students was present. Follow-up qualitative data highlighted that international students made a conscious effort to build friendship and learning relations primarily outside the formal team, which for some were along co-national lines, while others were pro-actively looking for new perspectives from multi-national students. These results indicate that the instructional design might have a strong influence on how international and host students work and learn together. We believe that this study is the first to provide an in-depth and unique understanding of how international students from different cultural backgrounds build friendship and learning-relationships with other students in- and outside their classroom over time in a large classroom of 200+ students. 相似文献
6.
Based on Bourdieu’s conceptualization of social capital (the social stratification perspective), this study examines the impact of social capital on the educational outcomes of young people in Sweden, with a focus on the extra-familial aspect of social capital – that is, social capital generated by parental networks and active membership in various social organizations and friendship networks. The results indicate that the class background of respondents is the main predictor of access to all three forms of extra-familial social capital. However, after controlling for class background, the children of racialized immigrant groups are more likely to have access to more types of social capital than others. All three aspects of extra-familial social capital positively influence the educational performance of pupils. 相似文献
7.
社会资本对当代教育的影响 总被引：6，自引：0，他引：6
盛冰 《北京师范大学学报(社会科学版)》2003,(6):128-134
20世纪90年代以来,社会资本已经成为当今社会科学领域最前沿和最具影响力的概念之一。学术界从重视人力资本转向重视社会资本,这是理论上的超越和升华,对于教育而言,将打破人力资本理论在教育领域的霸权地位,给教育带来深远影响。对社会资本本身的研究将凸显教育者与受教育者之间关系的主体间交往的本质;社会资本使传统的智力观受到了挑战;促进了知识的新生产;知识传授过程既受社会资本的影响,同时本身也生产社会资本;学校、家庭、社会之间的网络以及学生、家长、教师之间的关系在学生学业成就和学校发展方面具有极其重要的作用。 相似文献
8.
王君 《张家口职业技术学院学报》2011,24(3):64-65,67
通过对贵州大学大学生餐饮关系的调查研究,总结并分别分析了随机性餐饮关系网、情感交流餐饮关系网、工具性餐饮关系网这三种类型的大学生之间的餐饮关系。在校园这个小社会中,大学生已经学会利用自己的各种身份,去努力延展自身的社会关系和建构对自己未来有利的社会网络,不得不说中国大学生已经知道为正式步入社会作必要的准备,形成了一种大学生之间所独有的餐饮关系网。餐饮关系网是社会关系网络变化的晴雨表之一,是研究中国社会核心网络和社交资源的突破口,值得我们作更深一步的探讨。 相似文献
9.
蔡东山 《福建师大福清分校学报》2008,(5):86-89
社会资本被誉为自物质资本、技术资本和人力资本之外的第四种资本,社会资本的累积对于大学生以后的求职就业和发展有着重要的作用。高校体育有助于拓展大学生的社会网络、增进相互间的信任、培养合作意识,实现社会资本的累积。为此,要采取各种措施,鼓励大学生积极参与体育运动,有意识地培育社会资本。 相似文献
10.
如何管理时间对于大学期间文化和社会资本的积累至关重要。本研究利用一项持续多年的追踪调查数据分析了精英高校的大学生在初入大学阶段时间使用方式上是否存在显著的城乡差异，以及特定的家庭背景、成长经历对其时间使用的影响。研究发现，城乡大学生在学习活动、娱乐活动、志愿活动和生命维持活动上的平均投入时间基本相似，但在创收活动、学生活动和社交活动等方面的平均投入时间存在显著差异，学生的家庭背景及其成长过程中积累的文化资本是重要的解释性因素。时间使用既是社会结构的产物，也塑造着社会结构，认识精英高校农村籍学生的时间使用风格对于理解他们适应精英高校环境的结果至关重要。 相似文献
11.
Sophina Choudry Julian Williams Laura Black 《British Journal of Sociology of Education》2017,38(7):1037-1053
The aim of this article is to explore the structure of social capital in peer networks and its relation to the unequal access of educational resources within mathematics classrooms. We hypothesise that learners can gain access to mathematics through friendship networks which provide more or less help from peers that might sustain (or curtail) their mathematics learning based on a Bourdieusian framework. We report a social network analysis of mutually-recognised helping within friendship groups. This is complemented by observation and interviews that illustrate how different classrooms have different network structures, positioning learners of different ethnic minorities and genders in significantly different ways regarding access to learning. We argue that friendship networks mediate social capital and access to further cultural capital, and that this may help explain structural differences in attainment. Because ethnicity and gender, inter alia, mediate friendship networks, they also mediate access to capital in the classroom. 相似文献
12.
ABSTRACTInternational doctoral students’ sojourn encompasses three transitional processes: to the new country, to the university and to a new academic identity as a researcher in a specific discipline. This article examines the role of social networks in facilitating these transitions for international doctoral students at one South African university. It is based on qualitative interviews conducted with 23 international PhD students representing eight different disciplines and various countries in Africa. The findings suggest that students are involved in a number of social networks, which all, apart from the academic network, exclude local students. This close-knit co-national network, while providing international PhD students with a well documented survival mechanism, may hinder their international experiences and limit the acquisition of the inter-cultural skills necessary for global citizenship in the twenty-first century. The findings also indicated that family networks back home played a role in instilling worries and doubts among students related to xenophobic attacks against foreigners. 相似文献
13.
Alfredo Salomão Filho Annelies Kamp 《Discourse: Studies in the Cultural Politics of Education》2019,40(1):122-135
ABSTRACTSocial capital is a puzzling actor; made real by its allies. It has been ‘out-there’ in the form of scientific publications for decades. Although some characteristics are common to all elaborations of this theory (networks, trust, and norms), there remains confusion in determining a ‘coherent concept’ of social capital. In this paper, we make use of such ‘incoherence gap’ to open an experimental theoretical and, subsequently, analytical space. Based on empirical research with mobile students and assemblages of non-human actors, the paper offers two investigative gatherings. First, the Bourdieusian approach to ‘social capital’ is discussed, allowing relational ontologies to enter the scene. Second, consideration is given to issues of performativity and the relevance of materiality for empirical social capital investigations. Despite the degree of ontological security social capital has managed to achieve, we question the disregard for the performative role of non-human entities in the context of global student mobility. 相似文献
14.
Lori Czop Assaf Kristie O’Donnell Lussier Shelly Furness Meagan Hoff 《The Teacher Educator》2019,54(2):105-124
In an attempt to better prepare future teachers to fight against social injustice, support their culturally and linguistically diverse students and wrestle with social and educational complexities around the globe, many education programs have increased the number of study abroad programs and international service learning projects. In this qualitative study, we explored seven preservice teachers’ experiences related to humanizing pedagogy after participating in a study abroad program combined with an international service-learning project in a South African rural community. Analyzing multiple data sources such as interviews and reflective journals, we discovered that the preservice teachers grappled with the political, social, economic, and educational differences they encountered during the international project and wrestled with conflicting ideas and beliefs about poverty and language. They identified their relationships with students as catalysts to address these educational issues and their need to reverse systemic inequities. They built caring relationships with students in the community and developed additive perspectives the focused on the students’ community cultural capital. The preservice teachers expressed deep critical reflection and a desire to promote a more fully human educational world where students have the opportunities to enact their agency, their creativity, and their language and culture. 相似文献
15.
大学生社会网实证研究及教育策略 总被引：5，自引：0，他引：5
运用社会网络分析技术对当代大学生社会网络研究表明：大学生交往的网络化程度、网络规模一般高于社会平均水平；个人与社会网在情感性、工具性、信息性和参照性方面指数较高。引申分析得出：大学生社会网的互动整合构成学校亚制度性结构的有机成分；大学生社会网具有特殊的亚文化，并影响着班风、校风的品质。教育部门应对大学生社会网作出正确的估价，并综合运用各种方法弘扬其正面作用。 相似文献
16.
本文从社会资本理论的视角,以香港高中生作为实证研究对象,将学生家庭的社会资本区分为学生个人和父母两个独立的分析单位,探讨学生如何运用其个人及父母的社会资本创造人力资本。研究发现香港高中生的公开考试成绩和其个人的社会资本是影响其升学、择校和择业的显著影响因素,高中生的家庭背景变量对这三类选择行为的影响则不显著。 相似文献
17.
Moosung Lee 《British Journal of Sociology of Education》2010,31(6):779-792
This article discusses conceptual considerations for social capital research in education from a social network perspective. Specifically, the article raises three key conceptual issues that call for further elaboration of concepts of social capital: redefining potential resources as accessible but un‐utilized sources of social capital; differentiating social capital itself from the process of social capital formation; and investigating both network orientation of resource‐seekers and willingness of resource‐givers. Based on these three conceptual issues, the article suggests conceptual considerations relevant to each issue for social capital research in education. 相似文献
18.
In educational development, accountability is paramount, in particular for activities that take educational developers away from their institutional boundaries to local, national, and international venues. Educational developers must demonstrate the benefits of such work to the home institution and its constituents. We asked educational developers from around the world to comment on the nature and value of their external work. Their responses made clear that such work expands valuable social networks and, concomitantly, builds social capital. Using these observations, we explain how social network analysis can be used to assess and demonstrate the impact of external work. 相似文献
19.
应用社会网络分析的方法,对某体校田径专项的15人小班进行了整体社会网的测量,并描述和分析了班级的情感网络和工作网络。在此基础上,尝试对班级作为初级群体还是社会组织的争论进行分析,并得出了班级更倾向于是社会组织的结论。 相似文献
20.
Maria Papapolydorou 《British Journal of Sociology of Education》2014,35(4):559-577
This paper draws on social capital theory to discuss the way social class plays out in the friendships of teenage students. Based on data from individual interviews and focus groups with 75 students in four London secondary schools, it is suggested that students tend to form friendships with people who belong to the same social-class background as them. Social-class ‘sameness’ is considered to be an element that importantly exemplifies the quality of their friendships, and hence close, inter-class friendships were significantly less common than close, intra-class ones. In addition, class differentials were evident and often reproduced by students, even in the context of the rarer inter-class friendships. This paper concludes that social class is of continuous importance in teenagers’ lives and despite some agentic negotiation of class boundaries, as in the case of omnivorousness, students’ friendship networks are dynamically informed by class inequalities. 相似文献