Educational Inequality and Social Capital: A Mixed-Methods Study of Access and Participation in Public Education Systems
DOI:
https://doi.org/10.63084/cognexus.v2i2.300Keywords:
Educational inequality, Social capital, Educational access, Classroom participation, Family support, Educational equity, Mixed-methods researchAbstract
Educational inequality persists despite global policy commitments to equitable access, extending beyond enrolment disparities to encompass unequal classroom participation, resource availability, and institutional support. While socio-economic factors have traditionally been considered primary determinants, growing evidence indicates that social capital — the resources embedded in social relationships, such as family support, peer relationships, and teacher encouragement also plays an important role in shaping educational experiences. Grounded in Social Capital Theory, this study explores how students, teachers, and education functionaries perceive the role of social capital in educational access and participation within public education systems. Consistent with its exploratory, descriptive design, the study characterises perceptions and patterns rather than testing causal relationships. A convergent parallel mixed-methods design was employed. Quantitative data were collected from 45 students using a structured questionnaire measuring family support, educational resources, classroom participation, and educational aspirations, analysed through descriptive statistics. Qualitative data were obtained through semi-structured interviews with five teachers and two education functionaries and analysed using thematic analysis. Findings indicate that students perceived high levels of family support (M = 4.25), educational resource availability (M = 4.21), classroom participation (M = 4.04), and very high educational aspirations (M = 4.41). Teacher interviews suggested that parental encouragement, peer interaction, inclusive teaching, mentoring, and institutional support are perceived to support engagement. However, first-generation learners and economically disadvantaged students continue facing barriers including limited parental guidance, financial constraints, inadequate resources, and psychological challenges. The study suggests that strengthening social capital through family-school partnerships, inclusive institutional practices, mentoring programmes, and equitable policy implementation may support educational participation and help reduce inequality; these are interpretive propositions rather than tested causal claims. The findings contribute to Social Capital Theory while offering practical recommendations for policymakers, educators, and institutions committed to equitable and inclusive education.
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