Bridging and bonding social capital in place-based rural careers advising

Abstract

Research studies continue to document the inequitable access to quality careers education and guidance for rural Australian youth, raising questions about these programs in rural schools. A significant proportion of the existing rural careers education and guidance literature focuses on factors of students’ decision-making, with little attention on the role of the careers advisor. This article explores how rural careers advisors develop and leverage their social capital to create place-based careers education and guidance programs. Drawing on narrative interviews with career advisors in western Victoria, the article uses theories of bridging and bonding social capital as an analytic framework to highlight the risks and opportunities in creating place-based programs. It argues that local knowledge and a strong network of relationships across the local communities assists advisors in tailoring relevant and effective careers education and guidance. This is vital to ensuring rural students have access to the quality careers education and guidance they need to have positive post-school outcomes.