even more when they attain or, the resources that emerge from their bridging social capital, connections to students who are different than them along key social dimensions. Unfortunately, students’ ability to accrue bridging social capital is severely limited when they are forced to learn in an environment that is segregated because of residential segregation and racialized tracking. This is true for white students who attend mostly white, wealthy schools and student of color who attend mostly minority, low-income schools. Students lose in both situations. If schools are idealized to be an equalizing force in society, then part of their project ought to be to provide a space for the development of bridging relationships; so that students can learn from one another, support each other, and provide resources when they need it. Unless schools actively work to heal the social divisions that permeate society today, our social fabric will continue to rip apart.
even more when they attain bridging social capital, or, the resources that emerge from their connections to students who are different than them along key social dimensions. Unfortunately, students’ ability to accrue bridging social capital is severely limited when they are forced to learn in an environment that is segregated because of residential segregation and racialized tracking. This is true for white students who attend mostly white, wealthy schools and student of color who attend mostly minority, low-income schools. Students lose in both situations. If schools are idealized to be an equalizing force in society, then part of their project ought to be to provide a space for the development of bridging relationships; so that students can learn from one another, support each other, and provide resources when they need it. Unless schools actively work to heal the social divisions that permeate society today, our social fabric will continue to rip apart.
C_Rice%20-%20Final%20Draft.docx