Does primary schooling language affect the level of individual social capital? An analysis of grade 12 students in Tallinn, Estonia
(2024) SGED10 20241Human Geography
Department of Human Geography
- Abstract
- This paper analysed differences in social capital between grade 12 students in Tallinn, Estonia based on whether they had primarily studied in Estonian or Russian since grade 1. Social capital was conceptualized by utilising five categories commonly used to measure social capital: trust, group membership and participation, altruism and political engagement, shared norms, and informal interaction. This was analysed using a quantitative close-ended survey. The data collection using surveys was carried out in schools in person and sent to schools over email to be sent to their students. The results were analysed in the context of previous international and local social capital research through the lens of ethno-linguistic differences in... (More)
- This paper analysed differences in social capital between grade 12 students in Tallinn, Estonia based on whether they had primarily studied in Estonian or Russian since grade 1. Social capital was conceptualized by utilising five categories commonly used to measure social capital: trust, group membership and participation, altruism and political engagement, shared norms, and informal interaction. This was analysed using a quantitative close-ended survey. The data collection using surveys was carried out in schools in person and sent to schools over email to be sent to their students. The results were analysed in the context of previous international and local social capital research through the lens of ethno-linguistic differences in social capital. Overall, the research results indicated that there were no significant differences for most categories of social capital based on primary schooling language since grade 1. Yet, those who had primarily studied in Estonian had higher institutional trust and interest in politics; and those who had primarily studied in Russian had higher ease of making new acquaintances, and group membership and participation. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9157925
- author
- Raudsepp, Joosep LU
- supervisor
- organization
- course
- SGED10 20241
- year
- 2024
- type
- M2 - Bachelor Degree
- subject
- keywords
- Tallinn, schooling language, social capital, quantitative research, questionnaire
- language
- English
- id
- 9157925
- date added to LUP
- 2024-06-12 15:34:07
- date last changed
- 2024-06-12 15:34:07
@misc{9157925,
abstract = {{This paper analysed differences in social capital between grade 12 students in Tallinn, Estonia based on whether they had primarily studied in Estonian or Russian since grade 1. Social capital was conceptualized by utilising five categories commonly used to measure social capital: trust, group membership and participation, altruism and political engagement, shared norms, and informal interaction. This was analysed using a quantitative close-ended survey. The data collection using surveys was carried out in schools in person and sent to schools over email to be sent to their students. The results were analysed in the context of previous international and local social capital research through the lens of ethno-linguistic differences in social capital. Overall, the research results indicated that there were no significant differences for most categories of social capital based on primary schooling language since grade 1. Yet, those who had primarily studied in Estonian had higher institutional trust and interest in politics; and those who had primarily studied in Russian had higher ease of making new acquaintances, and group membership and participation.}},
author = {{Raudsepp, Joosep}},
language = {{eng}},
note = {{Student Paper}},
title = {{Does primary schooling language affect the level of individual social capital? An analysis of grade 12 students in Tallinn, Estonia}},
year = {{2024}},
}