Search

Social capital strengthens emerging adults' ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address this gap, the current study examined how social capital derived from peers and near-peers contributes to emerging adults' ability to actively mobilize social capital in pursuit of their education or career goals (i.e., self-initiated social capital) and, in turn, their education and career outcomes. A total of 841 emerging adults who participated in one of five community-based education and/or workforce support programs were surveyed (72% female; M age  = 20.1, SD = 1.84; 35% Latinx, 30% Black, 19% Asian, 16% Other). Peer social capital was indirectly associated with outcomes (i.e., progress towards education/career goals, commitment to paying-it-forward, collective efficacy to change systems) via greater self-initiated social capital, whereas near-peer social capital was both directly and indirectly associated with outcomes. The mechanisms by which peer and near-peer social capital support emerging adults as they work towards their goals may differ and have important program implications., (© 2021. The Author(s).)

Students' relationships with their teachers are a form of social capital (i.e., relational social capital; RSC). Latent transition analysis (LTA) was used to investigate longitudinal patterns of RSC in a sample of 786 grades 6 (35%), 7 (35%), and 8 (30%) students (48% female, 37% Hispanic, 22% white, 68% low income), and their links to academic motivation and GPA. Three classes of students were identified: Those with greater likelihood of reporting all RSC indicators (16%), those with greater likelihood only of being academically challenged (21%), and those with lower likelihood of reporting RSC (63%). Low-income students had lower odds of being in the high challenge class and greater odds of worsening relationships with teachers. Low RSC students had lower academic motivation and GPA. Results show the connections between RSC inequities and inequities in educational outcomes. To advance educational equity, intentional efforts are needed to build strong student-teacher relationships.

• Programs that promote social capital enhance opportunity youths' work readiness. • Youth access valuable program resources through strong developmental relationships. • Targeted components may enhance relationally-rich, workforce development programs. Social capital is one of the most valuable entry points into the workforce. Yet, large portions of America's opportunity youth lack the relationships, connections, and resources required to prepare them for work. Programs that foster social capital are one promising avenue for enhancing the work readiness of these youth. The current study examined whether social capital built through developmental relationships and valuable program resources (i.e., goal support and learning opportunities) would result in greater levels of work readiness among 291 youth (age 14–24, 48% female, 83% youth of color), who participated in community wraparound support programs using the common program enhancement model known as Opportunity Reboot. Findings showed that learning opportunities mediated the association between youths' developmental relationships and growth in work readiness. The study contributes to the literature by providing support for a pathway through which social capital can be built and ultimately strengthen opportunity youths' work readiness. [ABSTRACT FROM AUTHOR]