Social capital is widely discussed as a concept that helps build stronger communities and improves cooperation between individuals. It involves networks, trust, and shared norms that allow people to work together for common goals (Bourdieu, 1986). In schools, this idea is often used to explain how relationships between parents, teachers, and administrators can support student achievement and foster school improvement. However, social capital is not always a positive force. Sometimes, it can contribute to inequality and exclusion. In this reflective article, I will explore the “dark side” of social capital in schools, focusing on how it can perpetuate divisions, exclude marginalized groups, and reinforce existing inequalities. I will reflect on how social capital, if not carefully managed, can negatively affect educational outcomes, especially in Title I schools where students from low-income families are often in the majority.
Theoretical Framework: Social Capital and Its Dual Nature
Social capital is traditionally seen as a force for unity, helping communities cooperate. According to Putnam (1995), social capital includes networks, norms, and trust that allow people to act effectively. However, Bourdieu (1986) argued that social capital is shaped by existing power structures, often benefiting those already in power. This “dark side” of social capital appears when certain groups control access to networks, excluding others and reinforcing divisions within communities. In schools, established networks of teachers or parents might leave out those from marginalized backgrounds, leading to unequal access to resources and opportunities. Recent studies have confirmed that while social capital can foster cooperation, it may also strengthen the position of wealthier or more integrated groups, leaving less privileged ones behind (Boat et al., 2024; Hrabéczy et al., 2023).
Social Capital and Inequality: A Paradox of Exclusion
Social capital can both bring people together and reinforce social inequalities. For instance, Kim et al. (2020) found that in areas with high racial or economic inequality, social capital is often divided, with wealthier groups gaining more from the networks. This is particularly relevant in Title I schools, where many families, especially those from low-income or non-English-speaking backgrounds, struggle to access key school activities like parent-teacher meetings. Without these connections, these families are excluded from engaging fully with the school community, making it harder for them to support their children’s education.
Teachers also experience this divide. Networks of teachers with similar backgrounds often form supportive relationships that foster professional growth. However, teachers from minority or disadvantaged backgrounds may be excluded from these networks, limiting their opportunities for collaboration and professional development. As Fenton et al. (2020) highlight in their study on micro-communities, exclusion in any setting—whether sports, education, or beyond—can lead to fragmented social capital that undermines broader collaboration and trust.
The Role of Instructional Leadership in Mitigating the Dark Side of Social Capital
Instructional leadership is vital for managing social capital in schools. Ozgun et al. (2022) argue that social capital can enhance organizational performance when it is distributed fairly. Instructional leaders can intentionally build networks that connect diverse groups within the school—teachers, parents, and administrators—from varying backgrounds. By creating community events or parent support groups, leaders can bridge gaps, encourage collaboration, and foster a more inclusive environment. These actions help counter the exclusionary practices that often leave marginalized groups on the outside.
In my experience, intentional leadership can help foster inclusion. When school leaders make an effort to ensure all parents and teachers, regardless of background, have opportunities to come together, social capital becomes a tool for inclusion. However, if leaders overlook the existing divisions in their school community, social capital may end up reinforcing those divisions, leaving marginalized groups unable to participate fully in the school’s activities.
Micro-Communities: A Response to Exclusion
When exclusion is a persistent issue, marginalized groups often form their own smaller networks, or micro-communities, as a response. Fenton et al. (2020) describe how female sports fans, marginalized in male-dominated sports cultures, form online micro-communities to share their experiences. These micro-communities provide support but also limit broader engagement. Similarly, in schools, parents from marginalized groups may create their own networks for support, but these networks can isolate them from the broader school community, making it difficult for the school to create a unified culture.
This isolation can weaken the potential for collective action and positive change. When micro-communities are not integrated into the larger school network, they miss out on opportunities to collaborate with other groups toward common goals. Boat et al. (2024) suggest that organized activities outside the school can help bridge these gaps, and similar efforts within schools—such as cross-cultural parent-teacher initiatives—can help ensure that isolated groups are included in broader school networks.
Conclusion: A Call for Inclusive Social Capital
The dark side of social capital is an issue that needs to be addressed in schools. While social capital can promote inclusion and collaboration, it can also perpetuate inequality and exclusion if not managed carefully. In Title I schools, where there are often significant socioeconomic and racial disparities, social capital can create divisions rather than unity. Instructional leaders must recognize the potential for social capital to be used for exclusion and work to create inclusive networks that bring together all members of the school community. By fostering both bonding and bridging social capital, school leaders can help ensure that all parents, teachers, and students have access to the support they need to succeed.
Ultimately, social capital in schools must be seen as a tool that can either foster inclusion or reinforce exclusion. The responsibility of instructional leaders is to ensure that social capital is used to build bridges, not walls. Through intentional leadership, schools can create environments where social capital serves as a force for equity and inclusion, helping to break down the barriers that prevent marginalized groups from fully engaging with the school community.
References
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood Press.
Fenton, A., Gillooly, L., & Vasilica, C. (2020). Female fans and social media: Micro-communities and the formation of social capital. European Sport Management Quarterly, 23(2), 370–390. https://doi.org/10.1080/16184742.2020.1868546
Kim, M.-S., Kim, D., & Altema McNeely, N. (2020). Race, inequality, and social capital in the U.S. counties. The Social Science Journal, 61(1), 153–171. https://doi.org/10.1080/03623319.2020.1799178
Ozgun, A. H., Tarim, M., Delen, D., & Zaim, S. (2022). Social capital and organizational performance: The mediating role of innovation activities and intellectual capital. Healthcare Analytics, 2, 100046. https://doi.org/10.1016/j.health.2022.100046
Putnam, R. D. (1995). Bowling alone: America’s declining social capital. Journal of Democracy, 6(1), 65–78. https://doi.org/10.1353/jod.1995.0002
Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sociology, 24, 1–24. https://doi.org/10.1146/annurev.soc.24.1.1
Boat, A. A., Poparad, H., Seward, M. D., Scales, P. C., & Syvertsen, A. K. (2024). The role of organized activities in supporting youth social capital development: A qualitative meta-synthesis. Adolescent Research Review, 9, 543–562. https://doi.org/10.1007/s40894-024-00235-1
Hrabéczy, A., Ceglédi, T., Bacskai, K., & Pusztai, G. (2023). How can social capital become a facilitator of inclusion? Educ. Sci., 13(109). https://doi.org/10.3390/educsci13020109