Problems with and Decline in Social Capital

Theoretical Definitions

Problems w/ social capital
Uneven income and wealth distributions and unequal power relations drive how resources are distributed and used (Takahashi, 2006). Thus, social relationships are important but unable to alter existing relations of privilege and marginalization (Takahashi, 2006). No matter how many relationships and how many resources can be accessed through relationships, resource poor individuals cannot use social capital to help improve their lives because the political economic system keeps them poor. Certain forms of social networks that provide resources, security, and trust could be harmful to marginalized groups (for example, gangs, drug user networks, etc.) (Takahashi, 2006). Groups such as gangs contain social capital, or networks and norms, that allow its members to cooperate more effectively (Putnam, 1995). Resource deficiency has a spatial dimension. Spatial dimensions and the built environment affect how social capital is used (Takahashi, 2006). The spatial structure can be a disruption to social capital (Takahashi, 2006).

Putnam's difinition of social capital:
"Features of social life, networks, norms, and trust---that enable participants to act together more effectively to pursue shared objectives (p. 664-65)."

Civic Engagement and Decline in Social Capital
People's connections with the life of their communities, not just policies. Social trust and civic engagement are strongly correlated. Education is a powerful predictor of civic engagement (Putnam, 1995). According to Putnam the four years of education between 14 and 18 have ten times more impact on trust and membership than the first four years of formal education. When income, social status, and education are used together to predict trust and group membership, education is the primary influence. Highly educated people are more likely to be joiners and trusters because they are better off economically and have the skills, resources, and inclinations that were taught in the home and school (Putnam, p. 667). Education increases civic engagement, and over time Americans have become more educated, but still there has been a decline in social capital in America over time (Putnam). Overall there has been a decline in trust among Americans (Putnam, 1995a). Civic disengagement has affected all levels of social strata. Affluence appears to have exacerbated civic disengagement. Those at affluent income levels report less levels of trust than those of poor and middle class status. Networks of civic engagement support norms of reciprocity and encourage social trust, and these networks facilitate coordination, communication, build reputations, and allow collective action dilemmas to be resolved (Putnam, 1995a).