Building Social Building Social Capital through Capital through Professional Professional Classroom InteractionClassroom InteractionKyle SharpKyle Sharp

AED 615: AED 615: Investigations and Studies in Applied ResearchFall 2006

Who is Kyle Sharp?Who is Kyle Sharp? Graduate of Coolidge High SchoolGraduate of Coolidge High School B.S. Agricultural Economics and B.S. Agricultural Economics and

Business Management (UofA 2005)Business Management (UofA 2005) Licensed Financial AdvisorLicensed Financial Advisor 1 Year of Experience in Financial 1 Year of Experience in Financial

Services Industry (Ameriprise Financial)Services Industry (Ameriprise Financial) Currently working on M.S. in Agricultural Currently working on M.S. in Agricultural

Education Concurrent MBAEducation Concurrent MBA

Introduction to Social Introduction to Social Capital in the ClassroomCapital in the Classroom

Need for mastery of academic material. Need for mastery of academic material. Lacking connection to the world outside Lacking connection to the world outside

of academia. of academia. Business ScandalsBusiness Scandals

Enron, Tyco, and Options back datingEnron, Tyco, and Options back dating Competitive business environment.Competitive business environment.

Why look at social capital Why look at social capital in schools?in schools?

Need for businesses to gain positive Need for businesses to gain positive community ties.community ties.

Need for students to understand Need for students to understand expectations of the work place first hand.expectations of the work place first hand.

Purpose StatementPurpose Statement The purpose of this survey research is to test The purpose of this survey research is to test

the theory that social capital can be built by the theory that social capital can be built by professional involvement in the classroom as professional involvement in the classroom as well as improve student performance and well as improve student performance and attitudes. attitudes. The dependent variables, student achievement and social The dependent variables, student achievement and social

capital, will be measured against the independent variable of capital, will be measured against the independent variable of business professionals in the classroom. business professionals in the classroom.

Student achievement will be measured with beginning and end Student achievement will be measured with beginning and end of semester test scores. of semester test scores.

Social capital will be measured by attitudes toward the Social capital will be measured by attitudes toward the professionals and the organizations for which they work. professionals and the organizations for which they work.

ObjectivesObjectives The objectives of this study are to The objectives of this study are to

observe the influence of introducing observe the influence of introducing outside professionals into a high school outside professionals into a high school classroom environment.classroom environment. Specifically, the study will look at changes in student Specifically, the study will look at changes in student

attitude and performance as well as changes in attitude and performance as well as changes in feelings toward the outside professionals and their feelings toward the outside professionals and their professions as potential careers for students. professions as potential careers for students.

Ultimately students, educators, and outside Ultimately students, educators, and outside professionals will work together to attempt to build professionals will work together to attempt to build social capital. social capital.

Assumptions and Assumptions and LimitationsLimitations

AssumptionsAssumptions HonestyHonesty Classes are typical of Classes are typical of

all classes in all classes in Arizona.Arizona.

Independent and Independent and dependent variables dependent variables will be assumed to will be assumed to have only major have only major effects. effects.

LimitationsLimitations GeographyGeography Sample SizeSample Size RecruitmentRecruitment Lack of a formal Lack of a formal

measure of Social measure of Social Capital (Coffe, 2006). Capital (Coffe, 2006).

What does all of this What does all of this mean?mean?

Outside Professional: any person Outside Professional: any person considered to be well trained and considered to be well trained and experienced in a career outside of experienced in a career outside of education.education.

Social capital: normal views of trust and Social capital: normal views of trust and reciprocity in groups or networks (Coffe, reciprocity in groups or networks (Coffe, 2006)2006)

What do we already What do we already know?know? Social Capital can be applied to education. Social Capital can be applied to education.

Helping vulnerable families build networks to help Helping vulnerable families build networks to help students (Terrion, 2006)students (Terrion, 2006)

Trust in the classroom is important both ways and was Trust in the classroom is important both ways and was demonstrated when looking at student input into class demonstrated when looking at student input into class activity (Pedder, 2006)activity (Pedder, 2006)

The integration of child services in schools and how The integration of child services in schools and how social capital can improve the process (Forbes, 2006)social capital can improve the process (Forbes, 2006)

Social capital’s role in school selection at the family Social capital’s role in school selection at the family level (Lynch, 2006). level (Lynch, 2006).

What else do we already What else do we already know?know?

Social capital in community development.Social capital in community development. The role of trust in society and exchange of The role of trust in society and exchange of

information (Levitt, 2005).information (Levitt, 2005). Neighborhood dynamics and mobility of Neighborhood dynamics and mobility of

families are both affected to levels of social families are both affected to levels of social capital (Dawkins, 2006).capital (Dawkins, 2006).

Diversity in communities can be a challenge Diversity in communities can be a challenge to developing social capital (Coffe, 2006). to developing social capital (Coffe, 2006).

Do we know even more?Do we know even more? Social capital is useful in the business Social capital is useful in the business

world. world. Social capital develops within social classes Social capital develops within social classes

and can be used to explain market and can be used to explain market phenomena (Das, 2006).phenomena (Das, 2006).

Small businesses can benefit from social Small businesses can benefit from social capital building to share clients and capital building to share clients and resources (Jurik, 2006).resources (Jurik, 2006).

Social capital can even play a role in the Social capital can even play a role in the potential for an offer of an interview or even potential for an offer of an interview or even a job (Nguyen, 2006). a job (Nguyen, 2006).

Why should anyone care?Why should anyone care? Community trust helps build success and Community trust helps build success and

cooperation. cooperation. Businesses can grow by building Businesses can grow by building

personal connections with their patrons personal connections with their patrons and the community at large. and the community at large.

Education can prevent students from Education can prevent students from falling into negative circumstances as well falling into negative circumstances as well as show positive role models. as show positive role models.

Will this research Will this research contribute anything?contribute anything?

Uncover the potential of social capital Uncover the potential of social capital development to assist in student development to assist in student development and community cohesion. development and community cohesion.

Reinforce classroom subject matter Reinforce classroom subject matter through real world application. through real world application.

ProceduresProceduresTopic

SelectionSelect Study Committee

ConductReview of literature

Establish study purpose and objectives

Identify courses

Identify appropriateoutside professional

Develop survey andinterview questions

Identify Schoolsites

Invite Schools and Professionals

Meet with schools to coordinate curriculum

Develop training models

Pilot test Instruments with panel of experts

Introduce Professionals and Educators

Coordinate schedules

Train Professionals

Conduct pre-survey

and interviews

Implement program

and observe

Post surveysand interviews

Data Analysis

Collect student performance data

Report Results

Research DesignResearch Design Semi-structured interviews to collect Semi-structured interviews to collect

feedback and in depth attitudes.feedback and in depth attitudes. Written survey to collect opinions before Written survey to collect opinions before

and after the program is implemented. and after the program is implemented. Student data will be compared to a Student data will be compared to a

control group that receives no contact control group that receives no contact with outside professionals. with outside professionals.

Population SamplePopulation Sample Population will include 2 schools in Population will include 2 schools in

Arizona.Arizona. One urban school.One urban school. One rural school.One rural school.

3 courses will be identified3 courses will be identified Algebra, English, Agricultural EducationAlgebra, English, Agricultural Education

Professions will be selected.Professions will be selected. Pharmacy, Finance, and PoliticsPharmacy, Finance, and Politics

Reliability and ValidityReliability and Validity Reliability and Validity will addressed by Reliability and Validity will addressed by

pilot testing all instruments with a panel pilot testing all instruments with a panel of experts and training all presenters.of experts and training all presenters.

ReferencesReferences Coffe, H., Geys, B. (2006). Community Heterogeneity: Coffe, H., Geys, B. (2006). Community Heterogeneity:

A burden for the creation of social capital?, A burden for the creation of social capital?, Social Social Science Quarterly, 87Science Quarterly, 87, 1053-1072, 1053-1072

Das, R.J. (2006). Putting social capital in its place, Das, R.J. (2006). Putting social capital in its place, Capital and Class, 90Capital and Class, 90(3), 65-92(3), 65-92

Dawkins, C.J. (2006). Are social networks the ties that Dawkins, C.J. (2006). Are social networks the ties that bind families to neighborhoods?, bind families to neighborhoods?, Housing Housing

Studies, Studies, 2121(6), 867-881(6), 867-881 Forbes, J. (2006). Types of social capital: tools to Forbes, J. (2006). Types of social capital: tools to

explore social service integration?, explore social service integration?, International International Journal of Inclusive Education, 10Journal of Inclusive Education, 10(6), 565-580(6), 565-580

Jurik, N.C., Cavender, G. (2006). Searching for social Jurik, N.C., Cavender, G. (2006). Searching for social capital in capital in U.S. microenterprise development U.S. microenterprise development programs. programs. Journal of Sociology and Social Journal of Sociology and Social Welfare, 33Welfare, 33(3), 151-170(3), 151-170

ReferencesReferences Levitt, S.D., Dubner, S.J. (2005). Levitt, S.D., Dubner, S.J. (2005). Freakonomics. Freakonomics. New York, NY: New York, NY:

Harper CollinsHarper Collins Lynch, K., Moran, M. (2006). Markets schools and the Lynch, K., Moran, M. (2006). Markets schools and the

convertibility of economic capital: The complex convertibility of economic capital: The complex dynamics of dynamics of class choice, class choice, British Journal of Sociology of Education, 27British Journal of Sociology of Education, 27(2), (2), 221-235221-235

Nguyen, N.T., Allen, C.L., & Godkin, R.L. (2006). Recruiters’ Nguyen, N.T., Allen, C.L., & Godkin, R.L. (2006). Recruiters’ assessment and use of social capital in resume screening, assessment and use of social capital in resume screening, Journal of Applied Social Psychology, 36Journal of Applied Social Psychology, 36(8), 1813-(8), 1813- 18321832

Pedder, D., McIntyre, D. (2006). Pupil consultation: The Pedder, D., McIntyre, D. (2006). Pupil consultation: The importance of social capital, importance of social capital, Educational Review ,58Educational Review ,58(2), 145-(2), 145-157157

Terrion, J.L. (2006). Building social capital in vulnerable families, Terrion, J.L. (2006). Building social capital in vulnerable families, Youth and Society, 38Youth and Society, 38(2), 155-176(2), 155-176

Thank you for your Thank you for your time.time.Any questions??Any questions??