Social capital as a mechanism for exploring the low educational achievements of looked after children

Author:

McClung Michele,Gayle Vernon

Abstract

PurposeThe purpose of this article is to explore whether the concept of social capital is helpful in explaining the educational underachievement of looked after children.Design/methodology/approachAnalysis of data on educational achievement and social care in a cohort of 1,407 children over the age of 15 who left care in two Scottish local authorities between 2000 and 2005.FindingsThe educational attainments of children do reflect key factors in their backgrounds before entry to care but their characteristics also lead them to be placed in specific placements that have differing abilities for promoting social capital. An examination of evidence on bonding social capital, bridging social capital, and linking social capital and trust, shows that social capital theory helps to theoretically interpret the low educational achievements of looked after children.Originality/valueThe large and comprehensive data set permits a factor analysis of background and care variables, thus clarifying the significance of each in explaining children's educational attainments and assessing the value of a social capital perspective.

Publisher

Emerald

Subject

Law,Sociology and Political Science,Developmental and Educational Psychology,Education,Health (social science)

Reference67 articles.

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3. Aldgate, J., Heath, A., Colton, M. and Simm, M. (1993), “Social work and the education of children in foster care”, Adoption and Fostering, Vol. 17 No. 3, pp. 25‐34.

4. Audit Scotland (2003), Dealing with Offending People: A Follow‐Up Report, Audit Scotland, Edinburgh.

5. Barnardo's (2006), Failed by the System: The Views of Young Care Leavers on their Educational Experiences, Barnardo's, Essex.

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