Capital social et réussite scolaire : Cas des élèves des classes de cinquième et de quatrième du lycée d’Ebolawa rural.

Abstract

The premise of this research is that “social resources count”, meaning that they can play a compensating role and help students with a priori underprivileged conditions to “pull through” when they come up against difficulties during their educational path. It follows the lead of much scientific literature (Kamanzi & al., 2007) and research reports (Deniger & al., 2011) that establish a link between a school’s social capital and academic success. Its main framework is structuration theory (Giddens, 1984): it articulates these constitutive dimensions of the suggested model by re-centering the action on students. The methodological approach consists of an ethnographic case study (Merriam, 1998).