premise of this idea is that students are connected to affects they learn and they who what how learn it. Their access to social capital and its stock in their social network affects their educational experience. There are two types of social capital bonding and bridging each of which affects a — — child's learning differently. emerges within tightly knit social networks Bonding social capital composed of people who are similar to one another. comes from the Bridging social capital connections between individuals who are from different social groups together (i.e. race, class, geography). Students embedded in different social networks due to geographical, racial, or class differences have access to different types of information, relationships, and norms and thus can offer these resources to one another through their connection. I claim that social capital, particularly is an essential component of a child's education because it bridging social capital, provides them with resources (i.e. that they otherwise would relationships, information, norms) not have access to by themselves or in their immediate social network. A student benefits when they learn next to someone who is different from them because they can offer one another knowledge of their unique life experiences, access to relationships that can help them reach their academic/professional goals, and norms that can benefit their learning experience. The problem is that a segregated learning environment -- caused either by school segregation or racialized tracking -- structurally limits a child's ability to acquire bridging social capital by cutting off opportunities for them to connect with students who inhabit different social networks. American public schools are more racially and economically divided today than they were fifteen years ago. Unfortunately, now more than ever, students are less likely to learn next to someone who is different than them, which means they are less likely to learn them too. from Students are divided through which groups students based on their assessed racialized tracking,
premise of this idea is that who students are connected to affects what they learn and how they learn it. Their access to social capital and its stock in their social network affects their educational experience. There are two types of social capital — bonding and bridging — each of which affects a child's learning differently. Bonding social capital emerges within tightly knit social networks composed of people who are similar to one another. Bridging social capital comes from the connections between individuals who are from different social groups together (i.e. race, class, geography). Students embedded in different social networks due to geographical, racial, or class differences have access to different types of information, relationships, and norms and thus can offer these resources to one another through their connection. I claim that social capital, particularly bridging social capital, is an essential component of a child's education because it provides them with resources (i.e. relationships, information, norms) that they otherwise would not have access to by themselves or in their immediate social network. A student benefits when they learn next to someone who is different from them because they can offer one another knowledge of their unique life experiences, access to relationships that can help them reach their academic/professional goals, and norms that can benefit their learning experience. The problem is that a segregated learning environment -- caused either by school segregation or racialized tracking -- structurally limits a child's ability to acquire bridging social capital by cutting off opportunities for them to connect with students who inhabit different social networks. American public schools are more racially and economically divided today than they were fifteen years ago. Unfortunately, now more than ever, students are less likely to learn next to someone who is different than them, which means they are less likely to learn from them too. Students are divided through racialized tracking, which groups students based on their assessed
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