Julia Freeland Fisher - Social Capital

Part
01
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Part
01

Julia Freeland Fisher- Social Capital

According to Julia Freeland Fisher, there are external forces outside school that may dictate students' relationships in school and affect their chances out of school. She proposes several measures to help boost students interpret social events and use them to expand their opportunity basket in the future. Below is a detailed overview of Fisher's theses, arguments, and ideas regarding social capital.

  • In her book "Who You Know", Julia Freeland Fisher urges that there forces outside the school structures, tools and institutional designs that, if not well addressed, may dictate students' relationships in school and affect their chances out of school.
  • According to Fisher, more than half of job placements results from personal networks and connections. Because of this, she says, schools should put in place measures that boost this success factor.
  • From her experience, Fisher notes that there is an enrichment gap that further compounds the achievement gap. She says people with a lot of travel and experiences always have many connections that lead to benefits in the long run.
  • Fisher says upcoming technologies and disruptive innovations are likely to change how schools connect and interact with students, mentors, coaches, experts and peers. These disruptions are likely to expand students’ access to social capital in the long run.
  • On innovation, Fisher urges the use of virtual apps like Nepris that bring virtual coaches and mentors to classrooms. In addition, she notes that there should be a way in which online connects with offline. She talks of apps like ImBlaze from Big Picture Learning that uplift social capital removing logistical barriers and connect youth to work-based learning.
  • On dealing with the issue of time, Fisher suggests more extended learning opportunities by applying programs like LRNG and offering credit for out of school learning.
  • Fisher is of the idea that schools should open up more learning opportunities outside normal courses. This including offering internships to students. She gives examples of schools like Del Lago Academy that has partnered with a number of businesses to offer work experiences and define badges.
  • Fisher also urges that a good advisory system should be put in place to help develop emotional and social skills that lead to external connections.
Part
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of two
Part
02

Julia Freeland Fisher Christensen Institute Research

Most recent Fisher's Christiensen Institute posts are "Indebted to your mentors? One company’s business model tests repaying connections that paid off", "Micro-internships: Just a gig or a promising gateway?" and "Want to expand student access to opportunity? Design to expand their social capital". More details have been outlined below.

Post #1: "Indebted to your mentors? One company’s business model tests repaying connections that paid off"

Post #2: "Micro-internships: Just a gig or a promising gateway?"

Post #3: "Want to expand student access to opportunity? Design to expand their social capital"

  • The post can be accessed here.
  • The article has been published on August 21th, 2019.
  • This post proposes ways K-12 students can gather effective work experience and establish valuable work connections for employment in the future. Establishing connection "webs", leveraging high-tech, treating students as fuel for employment programs, and providing students with real-world experience helps students establish valuable work connections and gather experience, according to Fisher.
  • Julia Freeland Fisher is the sole author of this article.

Post #4: "How are programs building students’ social capital? 10 key trends"

  • The post can be accessed here.
  • This post was published on July 17th, 2019.
  • The article describes trends surrounding how organizations build students' social capital. Various statistical information is provided to support authors' claims, while in the end, Fisher elaborates on what the future of the students' social capital will look like.
  • Julia Freeland Fisher is the sole author of this article.

Post #5: "Tackling graduation gaps by combining tech with human supports"

Post #6: "How one employer surrounds young, first-time employees with a web of support"

Post #7: "The relationship infrastructure scaling summer employment in Boston"

Post #8: "A tight-knit community upending underemployment"

  • The post can be viewed here.
  • The article was posted on June 13th, 2019.
  • This post is the second sequel in Fishers' 5-part blog series titled "Who You Know in Action". The post discusses a non-profit organization "COOP" and its platform for connecting job-seekers, which allows them to gather technical skills and career experience. The platform tackles the issue of job-seekers battling with lack of experience and the emotional components of the job-searching process.
  • Julia Freeland Fisher is the sole author of this article.

Post #9: "Why smaller dosage work-based learning can mean bigger professional networks"

  • The article can be viewed here.
  • The post was published on June 4th, 2019.
  • This article is the first part of Fishers' 5-part blog series titled "Who You Know in Action". The article describes how a Californian college tackled the issue of too many semester internships by organizing internship groups and collaborating with industry clients.
  • Julia Freeland Fisher is the sole author of this article.

Post #10: "The start-up using tech to foster students’ connections across the globe"

Post #11: "The underestimated resource for personalized learning (and how to get more of it)"

Post #12: "The danger of claiming that relationships can’t scale"

Post #13: "Striking a balance: SEL skills and access to relationships"

  • The article can be viewed here.
  • The article was published on April 18th, 2019.
  • This article discusses whether and how social emotional learning can improve the equality of access to relationships across income levels.
  • Julia Freeland Fisher is the sole author of this article.

Post #14: "Blended isn’t just about online learning—it’s making space for real-world relationships"

Post #15: "Why investing in real-world feedback R&D could revolutionize assessments"

Sources
Sources

From Part 01
Quotes
  • "She thinks high schools could open up more slots for learning, not just courses but internships. Fisher points to schools like Del Lago Academy where business partners provide work experiences and define badges."
Quotes
  • "But disruptive innovations are beginning to emerge that will reshape how schools can connect students to coaches, mentors, experts, and peers. These innovations stand to radically expand students’ access to social capital down the line. Online coaching, mentoring, and tutoring programs are beginning to penetrate schools and homes. Online peer networks—sometimes seen merely as social networks for sharing silly photos or vapid life updates—are increasingly used to connect students to additional resources otherwise out of reach."
Quotes
  • "She thinks high schools could open up more slots for learning, not just courses but internships. Fisher points to schools like Del Lago Academy where business partners provide work experiences and define badges."
From Part 02