What’s All This Talk About Social Capital?srdc.msstate.edu/fop/levelthree/trainarc/socialcapital/...SLIDE 16 Our 8-Step Community Assessment Process… 1. Team Formation 2. Community

April 9, April 30 and May 21, 200910 – 11:30 a.m. CST

By Jody Horntvedt

© 2005 NCRCRD

WhatWhat’’s All This s All This Talk About Talk About Social Capital?Social Capital?

Presenters:

Jody HorntvedtScott Chazdon

What’s All This Talk About Social Capital?

Community Development Core Competencies for Extension Professionals in the North Central Region

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PresentersPresenters

Jody HorntvedtExtension Associate Professor

and Regional Educator1307 3rd Street NE, Suite 102

Roseau, MN 56751-1205(218) 463-0296, (218) 463-0297 [email protected]

University of Minnesota Extension

Center for Community VitalityLeadership and Civic Engagement

Scott ChazdonEvaluation and Research Specialist 466 Coffey Hall, 1420 Eckles AvenueSt. Paul, MN 55108(612) 624-0982(612) 625-2207 fax

[email protected]

mailto:[email protected]

mailto:[email protected]



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Format for the Session

• Opportunities for participant input via “polls” and “learning activities”

• Opportunities for “question and answer” built in at various times - with time at the end for your specific questions

• Participants encouraged to send questions to the “chat pod” throughout the session

• Focused on building critical thinking skills and moving toward program application

We’ve designed it to be more presentational than conversational, with…



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Quick Check-in…

Did you check in at the website for our supplemental materials from Session One?

Did you find the suggested reading items for this session?

Please MUTE your phone line when not speaking.

And, please remember to share your name/state when you are engaged in conversation!

• Measuring Social Capital (Chaskin)• Social Capital (Sirianni and Friedland, Civic Practices Network)• Comparison of Social Capital in Rural and Urban Settings

(Debertin)



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Sessions

Session 1: (April 9)

Understanding Social Capital

Session 2: (April 30)

Assessing Social Capital

Session 3: (May 21)

Building Social Capital



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Session Two Objectives

• The concept of social capital…based on our theoretical model

• The six components of the University of Minnesota Extension framework for understanding social capital.

• How the University of Minnesota Extension measures each of the six components of social capital.

• The steps in the University of Minnesota Extension community assessment process.

• The practical issues that arise when assessing social capital.

As a result of this session, you will deepen your understanding of…



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Our Work in Minnesota around Social Capital

It began with some questions…

• Literature Search: (August 2002, initial search…and continues still in 2009!)

• Development of Survey Tool: (February 2003 –November 2006)

• Phase I: (January 2004 – February 2005)

• Phase II: (November 2004 – June 2006)

• Reflection and Redesign: (July 2006 - present)

• Phase III: (November 2007 - 2008)

Our current work…



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Introduction to Assessing Social Capital

• Lots of surveys out there…

Our community assessment process is intended to be participatory(building as we measure)

However, it is NOT participatoryaction research.

• Social capital sometimes assessed through the use of secondary sources…



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The Minnesota Social Capital Model/Framework



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The Minnesota Social Capital Model/Framework

�� © Regents of the University of Minnesota 2008. All rights reserved.



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We Look at 6 Scales…

Bonding Trust Bonding Engagement

Bridging Trust Bridging Engagement

Linking Trust Linking Engagement



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A Closer Look…

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The Whole Picture



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About the Scores• Scores are from 0 to 100

• 0 = everybody in the community had the lowest possible responses

• 100 = everybody in community had the highest possible responses

• 50 = a good benchmark to use. The further above or below 50 the score is, the more it is an indicator of areas of strength or challenge for the community

• Again, the scores are intended as starting points for talking about social capital in the community



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A Closer Look…Independent Variables

23%54%Percent with high school education or less

82%80%Percent homeowners

34%15%Percent who earn > $75,000 (household)

76%76%Percent age 19-59

11%7%Percent minority

74%48%Percent female

SampleSchoolDistrict

PopulationDemographic Characteristic



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A Closer Look…The Seventh Scale (Self-Efficacy)

5. I believe I can make a difference helping institutions outside the community (like schools, hospitals, government in other communities, regional or state agencies) be more responsive to people’s needs.

4. I believe I can make a difference helping community institutions (like schools, hospitals, city government) be more responsive topeople’s needs.

3. I believe I can make a difference connecting my organization(s) with other groups.

2. I believe I can make a difference helping newcomers get involved in groups or organizations.

1. I believe I can make a difference strengthening social clubs or groups.



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Our 8-Step Community Assessment Process…

1. Team Formation

2. Community Planning

3. Training Volunteers

4. Data Collection and Analysis

5. Community Awareness

6. Data Presentation

7. Community Meetings

8. Community Action



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Step 1:Team Formation



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Step 2:Community Planning

• Define Community

• Select Survey Methodologies

• Develop Outreach Plan

• Identify Volunteers

• Determine Promotional Strategies



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Step 3:Training Volunteers



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Step 3: Training Agenda



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Step 4:Data Collection and Analysis



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Step 4: Our Survey



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Measuring Bonding Networks

Bonding networksare close ties that

help people get by. These connections

are usually with family, friends, and

neighbors.



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• To what degree do you trust your immediate neighbors?

• To what degree do you trust people you work with?

• To what degree do you trust people at your church or place of worship?

Bonding TRUST Sample Survey Items



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Differences in bonding TRUST among adults

Low income (less than $25,000)………………54.3Moderate income ($25,000 to $44,999)……....62.2Middle income ($45,000 to $74,999)………….66.2High income ($75,000 or more)……………….66.1

Household income

High school diploma or less……………51.9Associate’s degree or some college…..63.2Bachelor’s degree or beyond…………..68.5

Education level

Less than five years……………..53.7Five to 19 years………………….62.120 or more years………………...67.7

Length of residence in community

Age 18-29…………………54.0Age 30-39…………………60.9Age 40-49…………………66.3Age 50-59…………………66.4Age 60 or older…………..69.3

Age

Bonding trust not significantly different among women and men.Gender



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• If you need some extra help, how often could you count on someone in the community (other than a family member) to help with daily tasks like grocery shopping, house cleaning, cooking, telephoning, giving you a ride?

• About how often do you and people in your community do favors for each other? By favors, we mean such things as watching each other’s children, helping with shopping, lending garden or house tools, and other small acts of kindness.

Bonding ENGAGEMENT Sample Survey Items



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Differences in bonding ENGAGEMENT among adults

Average score: 51.3



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Measuring Bridging Networks

Bridging networksare weaker ties that can help people get

ahead and gain opportunities.



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• To what degree do you trust people from other cultural or ethnic groups?

• To what degree do you trust people of other religious beliefs?

• To what degree do you trust people new to the community?

Bridging TRUST Sample Survey Items



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Differences in bridging TRUST among adults

Average score: 46.4



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• In the past month, how often have you had contactwith people who have a different religion than you?

• In the past month, how often have you had contact with people of a different race or ethnicity than you?

• In the past month, how often have you had contact with people much poorer than you?

Bridging ENGAGEMENT Sample Survey Items



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Differences in bridging ENGAGEMENT among adults

Low income (less than $25,000)…………58.4Moderate income ($25,000 to $44,999)…56.6Middle income ($45,000 to $74,999)…….63.1High income ($75,000 or more)………….65.4

Household income

High school diploma or less………………52.5Associate’s degree or some college…….63.0Bachelor’s degree or beyond…………….64.7

Education level

Bridging engagement not significantly different among people with different lengths of residence in Waseca.

Length of residence in

community

Bridging engagement not significantly different among age groups.

Age

Bridging engagement not significantly different among women and men.

Gender



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��


Measuring Linking Networks

Linking networksare links to

organizations and systems that can help people gain

resources and bring about change.



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• To what degree do you trust local business people?

• To what degree do you trust people in law enforcement?

• To what degree do you trust local government?

• To what degree do you trust educational organizations in your community?

Linking TRUST Sample Survey Items



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Differences in linking TRUST among adults

Average score: 57.2



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• How many times in the past twelve months have you attended any public meeting in which there was a discussion of school or town affairs?

• How many times in the past twelve months have you joined together with others in your community to address an issue?

• How many times in the past twelve months have you tried to get your local government to pay attention to something that concerned you?

Linking ENGAGEMENT Sample Survey Items



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Differences in linking ENGAGEMENT among adults

Low income (less than $25,000)…………….34.5Moderate income ($25,000 to $44,999)…….48.1Middle income ($45,000 to $74,999)………..50.5High income ($75,000 or more)………………56.4

Household income

High school diploma or less…………...38.2Associate’s degree or some college….48.6Bachelor’s degree or beyond………….55.1

Education level

Less than five years…………..37.6Five to 19 years……………….49.920 or more years………………54.2

Length of residence in

community

Age 18-29……………...40.5Age 30-39……………...49.1Age 40-49 ……………..53.1Age 50-59……………...52.1Age 60 or older………..53.9

Age

Linking engagement was not significantly different among women and men in Waseca.Gender



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Step 5:Community Awareness



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Step 5: Examples



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Step 6:Data Presentation



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Step 6: ExampleDifferences among income groups in the community

54.3

44.4 44.3

58.4

54.1

34.5

62.2

48.145.4

56.6 56.4

48.1

66.2

54.3

46.7

63.1

57.1

50.5

66.1

54.5

48.3

65.4

60.2

56.4

Bonding Trust* BondingEngagement*

Bridging Trust BridgingEngagement*

Linking Trust LinkingEngagement*

Ave

rage

sco

re

Low income (less than $25,000 per year, N=39)Moderate income ($25,000 to $49,999 per year, N=61)Middle income ($50,000 to $74,999 per year, N=71)High income ($75,000 per year or more, N=85)



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Step 6: ExampleDifferences between men and women in the community

63.7

51.247.8

60.857.2

48.8

61.7

51.3

42.1

63.1

56.8

52.5

Bonding Trust BondingEngagement

Bridging Trust* BridgingEngagement

Linking Trust LinkingEngagement

Ave

rage

sco

re

Adult Females (N=199) Adult Males (N=69)



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Step 7:Community Meetings



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Step 8:Community Action



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Questions? Comments!

About our 8-step process

About the survey tool and data analysis

About the suggested readings…



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For More Information• Additional Resources… We’ve provided three

resources for you on the NCRCRD Core Competencies site:

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• Community of Practice opportunity… Watch

for an invitation to a site where we can share our thoughts and stories about social capital.

• Contact us… We’re look forward to discussing

social capital concepts with you in the future!



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Getting Ready for Session 3

• Check it Out… Harvard’s Saguaro Seminar is filled with information about social capital. Check out research specific to your interests at this site: http://www.hks.harvard.edu/saguaro/

• Read Articles… We’ve provided some articles on the NCRCRD Core Competencies site: � ��

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• Think about it… What is Extension’s role in helping communities understand, assess and build social capital?

http://www.hks.harvard.edu/saguaro/



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Think about it…The county extension system was an important effort to develop social

capital in the past, and in some states new efforts are underway to revitalize this mission. Extension agents are coming to realize the limits of

service and expert approaches, and coming to rethink their role as catalysts of new community partnerships. Thus, they bring institutional

actors together in health services, link church groups and seniors groups, convene self help networks, and provide training so that community

volunteers can continue projects without depending on the county agents. They bring together local businesses and banks to provide resources and

meeting space for citizen problem solving groups and low income women’s empowerment networks. They help develop the educational materials that civic partners can use in local groundwater protection projects, and engage in the kinds of "public issues education“ that

develops community deliberative capacities. These efforts draw upon concepts of "citizen politics" and other traditions within community

organizing, as well as older traditions within Extension.

Sirianni and Friedland, Civic Practices Network: http://www.cpn.org/tools/dictionary/capital.html

http://www.cpn.org/tools/dictionary/capital.html

Documents

What’s All This Talk About Social Capital?srdc.msstate.edu/fop/levelthree/trainarc/socialcapital/...SLIDE 16 Our 8-Step Community Assessment Process… 1. Team Formation 2. Community