Social Kapital i Frivillige Lektiecaféer: Social Capital in Volunteer Homework cafées

Anne Sofie Amalie Routhe Hasselgaard, Julie Anna Østebø Weng, Lise Trøst Andersen & Rino Bonde Olsen

Studenteropgave: Semesterprojekt


The project report examines whether the social capital is strengthened, when children participates in voluntary homework café’s instead of the ones offered by the elementary schools. The project is built on political science and sociology with an overweight of sociology. The participant observations and different forms of interviews put up the frame for the analysis. The analysis is build up upon our 4 questions to the text. In the first subanalysis, the purpose of the voluntary homework café’s is explained from the formal purpose, and from the volunteer’s and children’s own purposes of be participating in the cafés. In the second subanalysis, our observations and interviews are used to analyze the relations that are shown between children and the volunteers in the voluntary homework café. In the third subanalysis, it is analyzed, with help from the study material, and seen from the main settings and structures, how the relations between the children and the homework helpers/volunteers, are different from the elementary school’s homework café and the voluntary homework café. In the fourth subanalysis the 3 other subanalyses results are studied, and compared to the impact of the children’s social capital. Our primary empirical knowledge is discussed opposite to theory concerning Social Capital, where the basis is Bordieu, Coleman and Putnam’s layout of this theory. A full conclusion on our subanalyses is that there is Social Capital both in the elementary school and in the voluntary homework café. This is just shown in different ways. In the elementary school, it is primary the bound social capital that is shown, where the children in the voluntary homework café has a chance of developing a bridging social capital. In the bridging social capital people who are not present in the same homogeneous group meet each other. Therefore we see these voluntary offers as important ones, for the progress of children’s social capital, but with a varied reservation concerning, that there is also progressed social theory in the children’s elementary school. Scientific theoretical is phenomenology and philosophical hermeneutic. The phenomenological intake is shown, by our approach to our collect of the primary empirical knowledge, because from our experience with the first expert interview, choose to put down our pre-understanding and try to take a fairly objective approach to the observations and the interviews. In our analysis we choose to work philosophical hermeneutic by trying to use our pre-understanding regarding the processing of the empirical knowledge and interpret the empirical knowledge from the hermeneutic.

UddannelserBasis - Samfundsvidenskabelig Bacheloruddannelse, (Bachelor uddannelse) Basis
Udgivelsesdato29 jan. 2015
VejledereHanne Themsen


  • Social Capital
  • Homework cafées
  • School
  • Volunteer