ABSTRACT
This chapter focuses on the capacity of educational institutions to shape the social capital available to young people and explores how young people, of different social backgrounds, respond to such experiences. It explores whether access to school-mediated forms of social capital interact with existing levels of social advantage to multiply effects of comparative privilege. The chapter describes the impact of school-mediated action to enhance the work-related social capital of teenagers in the context of existing levels of family-based social relationships. It explains the relationship between access to school-mediated forms of social capital and outcomes related to its possession in the social context of the recipient. The chapter looks at the characteristics of young people who engaged in career talks and explores whether social background influences the level of later adult premiums received. It draws on data from the British Cohort Study 1970 to consider the impact of two forms of social capital encountered by teenagers.
