Contemporary Perspectives on Social Capital in Educational Contexts


Edited by:
RoSusan D. Bartee Ph.D., University of Mississippi
Phillis George Ph.D., University of Mississippi

A volume in the series: Contemporary Perspectives on Capital in Educational Contexts. Editor(s): RoSusan D. Bartee, University of Mississippi.

The 21st century, American education landscape is extremely dynamic. Largely shaped by political and economic challenges (Bastedo, Altbach, & Gumport, 2016) both globally and nationally (Altbach, 2016), the landscape is fast-changing and ever responsive to evolving, societal demands. Although attempts are made in earnest to address the educational needs of all societal agents and members, invariably, there are individuals and student groups who are perpetually marginalized in K-12 and higher education due to their social standing and access to capital (Bowen & Bok, 1998; Bowen, Kurzweil, & Tobin, 2005; Bowen & McPherson, 2016). Pierre Bourdieu (1986) defines social capital as “the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition—or in other words, to membership in a group” (p. 251). Social capital is therefore important because of the implications for access (or the lack thereof) to critical social standing that is needed to navigate increasingly complex social and educational attainment pathways within and across groups. As educational stakeholders, we must ask, “how do K-12 schools and colleges and universities accomplish such shared, egalitarian goals?” Further, “how can secondary and postsecondary institutions seemingly level the playing field, given the ever-changing and increasingly untraversable terrain?” This new volume is aptly titled, Contemporary Perspectives on Social Capital in Educational Contexts, because it seeks to answer these pressing questions, particularly from the education vantage point of more marginalized social actors and members (i.e., underrepresented and socioeconomically disadvantaged students and families). The thematic foci have been carefully chosen because of their alignment with the current public agendas for K-12 and higher education in the United States (Altbach, Gumport, & Berdahl, 2011).

All chapter proposals should be 2 pages, double-spaced and APA compliant.

Proposals are due to the Editors by Friday, May 26, 2017.

Please email all proposals and any inquiries to

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