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

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