Abstract

Social capital, broadly understood as social networks and norms of trust and reciprocity, has become an important notion in many areas of British social policy over the last ten years. It is seen as a desirable characteristic of communities and societies (underpinning community and social cohesion and mitigating crime and social dislocation) and as a valuable asset for individuals, enabling access through social networks to employment, skills, health and other benefits. This study relies on qualitative and quantitative data analysis to identify the factors and social processes that contribute to the development of young people’s social capital in two multicultural, inner-city secondary schools in London. In addition, it explores how young people’s social capital relates to educational and wider outcomes. This project focuses on three different forms of social capital: students ’ sense of school belonging (bonding social capital), their attitudes to diversity (bridging social capital) and social support networks. An embedded-context approach is employed in researching these questions, looking at factors and processes situated at different levels of analysis, including peer-group relationships and school and neighbourhood processes and characteristics.