This paper explores the concept of social capital as it relates to children. Three major theorists, Coleman (1988), Putnam (1995), and Bourdieu (1986), offer different conceptualizations of social capital, but all agree that social capital exists within relationships amongst people and allows them to facilitate an action or receive some sort of benefit. Within much of social capital literature, children are mostly viewed as passive recipients of social capital from their parents and teachers, as opposed to being acknowledged as creators of their own social capital. More recent research is starting to recognize the latter and to conceptualize how children, mostly in middle childhood and adolescence, are developing their own social capital in support of the development of community. This paper investigates how sociology research has examined social capital created by children and youth, and merges sociology and psychology research to propose how young children also develop their own social capital through intentional, complex networks of friendships that they actively form and sustain.
","abstract_html":"<p>This paper explores the concept of social capital as it relates to children. Three major theorists, Coleman (1988), Putnam (1995), and Bourdieu (1986), offer different conceptualizations of social capital, but all agree that social capital exists within relationships amongst people and allows them to facilitate an action or receive some sort of benefit. Within much of social capital literature, children are mostly viewed as passive recipients of social capital from their parents and teachers, as opposed to being acknowledged as creators of their own social capital. More recent research is starting to recognize the latter and to conceptualize how children, mostly in middle childhood and adolescence, are developing their own social capital in support of the development of community. This paper investigates how sociology research has examined social capital created by children and youth, and merges sociology and psychology research to propose how young children also develop their own social capital through intentional, complex networks of friendships that they actively form and sustain.</p>","abstract_has_math":false,"creators":["Wong, Courtney"],"institution":"The Graduate School and University Center of The City University of New York","degree_name":"Master of Arts","degree_level":"Master","degree_discipline":"Liberal Studies","degree_department":null,"school":null,"contributors":[],"advisors":["Roger Hart"],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-06-02T07:00:00Z","date_published":"2017-06-02T07:00:00Z","updated_at":"2026-07-24T02:00:04Z","subjects":["Developmental Psychology","Family, Life Course, and Society","Social Psychology and Interaction","social capital","children","community","friendship formation","play","social competence"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://academicworks.cuny.edu/gc_etds/2005","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Roger Hart"]},{"key":"dc:creator","label":"Author","values":["Wong, Courtney"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-04-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Liberal Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The Graduate School and University Center of The City University of New York"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Developmental Psychology","Family, Life Course, and Society","Social Psychology and Interaction","social capital","children","community","friendship formation","play","social competence"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://academicworks.cuny.edu/gc_etds/2005"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper explores the concept of social capital as it relates to children. Three major theorists, Coleman (1988), Putnam (1995), and Bourdieu (1986), offer different conceptualizations of social capital, but all agree that social capital exists within relationships amongst people and allows them to facilitate an action or receive some sort of benefit. Within much of social capital literature, children are mostly viewed as passive recipients of social capital from their parents and teachers, as opposed to being acknowledged as creators of their own social capital. More recent research is starting to recognize the latter and to conceptualize how children, mostly in middle childhood and adolescence, are developing their own social capital in support of the development of community. This paper investigates how sociology research has examined social capital created by children and youth, and merges sociology and psychology research to propose how young children also develop their own social capital through intentional, complex networks of friendships that they actively form and sustain.
"]},{"key":"dc:title","label":"Title","values":["Conceptualizing the Emergence of Social Capital in Young Children"]}]}],"canonical_facts":{"dc:contributor.advisor":["Roger Hart"],"dc:creator":["Wong, Courtney"],"dc:date.available":["2017-04-11T07:00:00Z"],"dc:description.abstract":["This paper explores the concept of social capital as it relates to children. Three major theorists, Coleman (1988), Putnam (1995), and Bourdieu (1986), offer different conceptualizations of social capital, but all agree that social capital exists within relationships amongst people and allows them to facilitate an action or receive some sort of benefit. Within much of social capital literature, children are mostly viewed as passive recipients of social capital from their parents and teachers, as opposed to being acknowledged as creators of their own social capital. More recent research is starting to recognize the latter and to conceptualize how children, mostly in middle childhood and adolescence, are developing their own social capital in support of the development of community. This paper investigates how sociology research has examined social capital created by children and youth, and merges sociology and psychology research to propose how young children also develop their own social capital through intentional, complex networks of friendships that they actively form and sustain.
"],"dc:identifier":["https://academicworks.cuny.edu/gc_etds/2005"],"dc:subject":["Developmental Psychology","Family, Life Course, and Society","Social Psychology and Interaction","social capital","children","community","friendship formation","play","social competence"],"dc:title":["Conceptualizing the Emergence of Social Capital in Young Children"],"thesis:degree_discipline":["Liberal Studies"],"thesis:degree_level":["Master"],"thesis:degree_name":["Master of Arts"],"thesis:institution_name":["The Graduate School and University Center of The City University of New York"]},"updated_at":"2026-07-24T02:00:04Z"}