Scholarship on the links between families and schools encompasses contradictory notions about social capital and its relation to inequality. One view holds that schools can narrow inequality by generating dense relationships among families, while others suggest that advantaged parents can use these networks to hoard opportunities. This multiple case study analyzes qualitative data from diverse North Carolina elementary schools to learn how parents build and deploy social capital. We distinguish between bonding social capital, built in dense, homogeneous networks, and bridging social capital, gained through relationships across a social distance. Our analyses suggest that bonding alone is associated with opportunity hoarding; however, when schools are committed to building both bridging and bonding social capital, they can produce more equitable and inclusive schools.

中文翻译：

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“我们在一起”：小学PTO中的社会资本的桥接和结合

关于家庭与学校之间联系的奖学金包括关于社会资本及其与不平等关系的矛盾概念。一种观点认为，学校可以通过在家庭之间建立紧密的关系来缩小不平等，而另一种观点则认为，有优势的父母可以利用这些网络积opportunities机会。这项多案例研究分析了来自北卡罗来纳州各小学的定性数据，以了解父母如何建立和部署社会资本。我们区分绑定社会资本（建立在密集，同质的网络中）和桥接社会资本（通过跨社会距离的关系获得）之间的区别。我们的分析表明，单独的联系与机会ho积有关。但是，当学校致力于建立社会资本的桥梁和纽带时，