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Lost Classroom, Lost CommunityCatholic Schools' Importance in Urban America$
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Margaret F. Brinig and Nicole Stelle Garnett

Print publication date: 2014

Print ISBN-13: 9780226122007

Published to Chicago Scholarship Online: September 2014

DOI: 10.7208/chicago/9780226122144.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 22 October 2019

Explaining Catholic Schools’ Positive Externalities

Explaining Catholic Schools’ Positive Externalities

Chapter:
(p.112) Chapter Seven Explaining Catholic Schools’ Positive Externalities
Source:
Lost Classroom, Lost Community
Author(s):

Margaret F. Brinig

Nicole Stelle Garnett

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226122144.003.0007

This chapter explores several hypotheses explaining why Catholic schools generate neighborhood social capital. The chapter begins by discussing the literature (e.g., Bryk, Coleman, Campbell) on the connection between educational outcomes and social capital. The chapter then explores several possible explanations for Catholic schools’ positive neighborhood effects. These include: (1) schools in general as important neighborhood institutions; (2) Jane Jacob’s hypothesis about non-residential land uses as community institutions; (3) religious institutions in general as important urban institutions; (4) student selection effects; and (5) Catholic schools as neighborhood institutions. The chapter ultimately concludes that there are feedback effects between the social capital generated within a Catholic school, which fosters academic success, and Catholic schools’ role as a community institution.

Keywords:   schools, social capital, neighborhood, urban, networks, feedback effects, community institutions

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