Smyth et al. (2010) Social capital and refugee children: Does it help their integration and education in Scottish schools?
In this study by Smyth et al. (2010) the authors set out to explore if and how teachers and refugee pupils understand social capital and any subsequent impact it may have on their families and other networks beyond the school environment. The research involved interviews with staff and pupils and observing teaching and learning within one primary and one secondary school in Glasgow and centred on exploring questions related to whether or not the selected schools intentionally develop social capital amongst their pupils from refugee families. In addition, Smyth et al. (2010) ask what forms of social capital are central within the school environment, while also investigating if cultural and economic capitals operate and interact with the development of social capital. The study finds that although teachers interviewed within the selected schools may not necessarily use themselves the term social capital, they were found to be employing a range of practices which enable refugee pupils to build social relationships and networks.
Smyth, G., MacBride, G., Paton, G. and Sheridan, N. (2010) Social capital and refugee children: Does it help their integration and education in Scottish schools? Diskurs Kindheits und Jugendforschung, Vol.5(2), pp.145-158.