Changes in Social Capital and Networks: A Study of Community-Based Environmental Management through a School-Centered Research Program

Autor/inn/en	Thornton, Teresa; Leahy, Jessica
Titel	Changes in Social Capital and Networks: A Study of Community-Based Environmental Management through a School-Centered Research Program
Quelle	In: Journal of Science Education and Technology, 21 (2012) 1, S.167-182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-011-9296-1
Schlagwörter	Research Tools; Social Science Research; Elementary Secondary Education; Network Analysis; Government Employees; Community Involvement; Social Sciences; Interviews; Local Government; Social Networks; Public Education; Resilience (Psychology); Data Analysis; United States + Suchen Sie Ihr Suchwort? Forschungsmittel; Social scientific research; Sozialwissenschaftliche Forschung; Netzplantechnik; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Interviewing; Interviewtechnik; Gemeindeverwaltung; Social network; Soziales Netzwerk; Öffentliche Erziehung; Auswertung; USA
Abstract	Social network analysis (SNA) is a social science research tool that has not been applied to educational programs. This analysis is critical to documenting the changes in social capital and networks that result from community based K-12 educational collaborations. We review SNA and show an application of this technique in a school-centered, community based environmental monitoring research (CBEMR) program. This CBEMR employs K-12 students, state and local government employees, environmental organization representatives, local businesses, colleges, and community volunteers. As citizen scientists and researchers, collaborators create a database of local groundwater quality to use as a baseline for long-term environmental health management and public education. Past studies have evaluated the reliability of data generated by students acting as scientists, but there have been few studies relating to power dynamics, social capital, and resilience in school-centered CBEMR programs. We use qualitative and quantitative data gathered from a science education program conducted in five states in the northeastern United States. SPSS and NVivo data were derived from semi-structured interviews with thirty-nine participants before and after their participation in the CBEMR. Pajek software was used to determine participant centralities and power brokers within networks. Results indicate that there were statistically significant increases in social capital and resilience in social networks after participation in the school-centered CBEMR program leading to an increased community involvement in environmental health management. Limiting factors to the CBMER were based on the educator/administration relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10