Bonding and Bridging
Transition to School and Social Capital Formation Among a Community of Indigenous Australian Children
Bibliographic Data
| ID | 11044282 |
|---|---|
| Authors | Karen Thorpe (0000-0001-8927-4064, Queensland University of Technology, corresponding author), Rachel Bell‐Booth (Queensland University of Technology), R Bell-Booth (Queensland University of Technology), Sally Staton (0000-0002-9741-8010, Queensland University of Technology), Catherine Thompson (0000-0002-7967-7019, Queensland University of Technology) |
| Year | 2013 |
| Volume | 41 |
| Issue | 7 |
| Pages | 827-843 |
| Publication date | 2013-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Community Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0090-4392 • E-ISSN: 1520-6629 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jcop.21576 |
| OpenAlex | W1530757796 |
| Language | EN |
| Citations received | 5 |
| References cited | 24 |
This study reports on an intervention program designed to facilitate transition to school of a whole community of Indigenous Australian children who had previously not been attending. The children were from families displaced from their traditional lands and experienced on‐going social marginalisation and transience. A social capital framework was employed to track change in the children's social inclusion and family‐school engagement for two years, from school entry. Sociometric measurement and interview techniques were applied to assess the children's social connectedness and peer relationship quality. Using these data, analyses examined whether bonding within the group supported or inhibited formation of new social relationships. Although transience disrupted attendance, there was a group trend towards increased social inclusion with some evidence that group bonds supported bridging to new social relationships. Change in family‐school engagement was tracked using multi‐informant interviews. Limited engagement between school and families presented an on‐going challenge to sustained educational engagement
Attendance · Bridging (networking) · Developmental psychology · Inclusion (mineral) · Indigenous · Political science · Social capital · Social connectedness · Social engagement · Social science · Sociology · Early Childhood Education and Development · Family and Disability Support Research · Parental Involvement in Education · Psychology · Social Psychology
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Approaches that support Indigenous children and families in the transition to school
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Social determinants and psychological distress among Aboriginal and Torres Strait islander adults in the Australian state of Victoria
Childcare, Choice and Class Practices
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Social behavior and peer relationships of victims, bully‐victims, and bullies in kindergarten
Bowling alone
Social Capital in the Creation of Human Capital
Testing the Vision
Attachments beyond infancy
Using thematic analysis in psychology
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Social Capital in the Creation of Human Capital
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,45 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |