Understanding Educational Interventions that Enhance Social Capital among Black Urban Parents and College Students: A Comparative Case Study

Authors

  • Ashley Johnson University of Pittsburgh
  • Tonisha B Lane University of South Florida

Abstract

The purpose of this qualitative comparative case study was to understand how educational interventions enhanced the social capital of Black urban parents and students in order to navigate dynamic educational environments. The authors present two case studies in which relationships and the acquisition of new knowledge, resources, and skills emerged as critical findings that enabled the participants in each educational intervention to reach their desired goals. The first case study examined a parent-empowerment program that teaches participants how to identify and select high quality schools in an urban K-12 school choice environment. The second study explored a science, technology, engineering, and mathematics (STEM) enrichment program designed to support the transition of first-year college students at a Predominantly White Institution (PWI). Findings revealed that bonding capital (i.e., internal homogenous social networks), an element of social capital, was especially helpful for establishing and leveraging resources, knowledge, and experiences that empowered participants. Implications for future research are provided.

Keywords: social capital, educational interventions, urban parents, college students

Author Biographies

Ashley Johnson, University of Pittsburgh

Dr. Ashley Johnson is a K-12 project manager at Excellent Schools Detroit. She received her PhD in K-12 Administration and certificate in Urban Education from Michigan State University. Her research examines K-12 urban school choices environments and mechanisms that bolster parent involvement among marginalized groups.

 

Tonisha B Lane, University of South Florida

Dr. Tonisha B. Lane is an assistant professor at the University of South Florida. She received her PhD in the Higher, Adult and Lifelong Education and certificate in Urban Education from Michigan State University. Her research explores the experiences of underrepresented groups in the STEM disciplines.

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Published

2016-11-28

Issue

Vol. 4 No. 2 (2016): UERPA Education Research & Policy Annuals

Section

Journal Articles

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