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The currency of social capital serves as an important function
given the capacity to generate external access (getting to) and
internal accountability (getting through) for individuals and
institutions alike. Pierre Bourdieu (1986) defines social capital
as "the aggregate of the actual or potential resources which are
linked to possession of a durable network of more or less
institutionalized relationships of mutual acquaintance and
recognition or in other words, to membership in a group" (p. 251).
Social capital contains embedded resources as a tool for
manifesting opportunities and options among individuals and groups.
Inevitably, the aforementioned opportunities and options become
reflective of the depth and breadth of access and accountability
experienced by the individual and institution. As educational
stakeholders, we must consistently challenge ourselves with the
question, "How do K-12 schools and colleges and universities
accomplish shared, egalitarian goals of achieving access and
accountability?" Such goals become fundamental toward ensuring
students matriculating through K-12 and higher education,
irrespective of background, are provided the caliber of education
and schooling experience to prepare them for economic mobility and
social stability. To that end, the volume, Contemporary
Perspectives on Social Capital in Educational Contexts (2019), as
part of the book series, Contemporary Perspectives on Capital in
Educational Contexts, offers a unique opportunity to explore social
capital as a currency conduit for creating external access and
internal accountability for K-12 and higher education. The
commonalities of social capital emerging within the 12 chapters of
the volume include the following: 1) Social Capital as Human
Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social
Capital as Intentional Engagement; and 4) Social Capital as
Culturally-Responsive Leadership. Thus, it becomes important for
institutions of education (i.e. secondary, postsecondary,
continuing) and individuals to assume efforts with intentionality
and deliberateness to promote access and accountability.
The currency of social capital serves as an important function
given the capacity to generate external access (getting to) and
internal accountability (getting through) for individuals and
institutions alike. Pierre Bourdieu (1986) defines social capital
as "the aggregate of the actual or potential resources which are
linked to possession of a durable network of more or less
institutionalized relationships of mutual acquaintance and
recognition or in other words, to membership in a group" (p. 251).
Social capital contains embedded resources as a tool for
manifesting opportunities and options among individuals and groups.
Inevitably, the aforementioned opportunities and options become
reflective of the depth and breadth of access and accountability
experienced by the individual and institution. As educational
stakeholders, we must consistently challenge ourselves with the
question, "How do K-12 schools and colleges and universities
accomplish shared, egalitarian goals of achieving access and
accountability?" Such goals become fundamental toward ensuring
students matriculating through K-12 and higher education,
irrespective of background, are provided the caliber of education
and schooling experience to prepare them for economic mobility and
social stability. To that end, the volume, Contemporary
Perspectives on Social Capital in Educational Contexts (2019), as
part of the book series, Contemporary Perspectives on Capital in
Educational Contexts, offers a unique opportunity to explore social
capital as a currency conduit for creating external access and
internal accountability for K-12 and higher education. The
commonalities of social capital emerging within the 12 chapters of
the volume include the following: 1) Social Capital as Human
Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social
Capital as Intentional Engagement; and 4) Social Capital as
Culturally-Responsive Leadership. Thus, it becomes important for
institutions of education (i.e. secondary, postsecondary,
continuing) and individuals to assume efforts with intentionality
and deliberateness to promote access and accountability.
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