Editing Social capital (section)

=== Parental involvement ===
Putnam (2000) mentions in his book ''[[Bowling Alone]]'', "[[Child development]] is powerfully shaped by social capital" and continues "presence of social capital has been linked to various positive outcomes, particularly in education."<ref name="Putnam 2000" />{{Rp|296}} According to his book, these positive outcomes are the result of parents' social capital in a community. In states where there is a high social capital, there is also a high education performance.<ref name="Putnam 2000" />{{Rp|300}} The similarity of these states is that parents were more associated with their children's education. Teachers have reported that when the parents participate more in their children's education and school life, it lowers levels of misbehavior, such as bringing weapons to school, engaging in physical violence, unauthorized absence, and being generally apathetic about education.<ref name="Putnam 2000" />{{Rp|301}} Borrowing Coleman's quotation from Putnam's book, Coleman once mentioned we cannot understate "the importance of the embeddedness of young persons in the enclaves of adults most proximate to them, first and most prominent the family and second, a surrounding community of adults."<ref name="Putnam 2000" />{{Rp|303}}

Without social capital in the area of education, teachers and parents who play a responsibility in a students learning, the significant impacts on their child's academic learning can rely on these factors. With focus on parents contributing to their child's academic progress as well as being influenced by social capital in education. Without the contribution by the parent in their child's education, gives parents less opportunity and participation in the student's life. As Tedin and Weiher (2010)<ref>{{cite journal | last1 = Tedin | first1 = Kent L. | last2 = Weiher | first2 = Gregory R. | year = 2011 | title = General Social Capital, Education-Related Social Capital, and Choosing Charter Schools | journal = The Policy Studies Journal | volume = 39 | issue = 4| pages = 609–629 | doi=10.1111/j.1541-0072.2011.00424.x}}</ref> state, "one of the most important factors in promoting student success is the active involvement of parents in a child's education." With parents also involved in activities and meetings the school conducts, the more involved parents are with other parents and the staff members. Thus parent involvement contributes to social capital with becoming more involved in the school community and participating makes the school a sustainable and easy to run community.

Sampson et al. (1999) stress the [[normative]] or goal-directed dimension of social capital,<ref>{{cite journal |author=Robert J. Sampson |author2=Jeffrey D. Morenoff |author3=Felton Earls |title=Beyond social capital: Spatial dynamics of collective efficacy for children |journal=American Sociological Review |volume=64 |issue=5 |date=October 1999 |pages=633–660 |doi=10.2307/2657367 |jstor=2657367}}</ref> claiming that "resources or networks alone (e.g. voluntary associations, friendship ties, organisational density) are neutral---they may or may not be effective mechanism for achieving intended effect."<ref>Sampson et al., 1999, p. 635, quoted by Chen, 2002</ref>