The Positional Effects of Education on Social Capital in the UK

Abstract Social research consistently identifies education as a key driver of social capital, providing skills, experiences and values facilitating social interaction. This theory cannot explain, however, why indicators of social capital (such as social trust) have not increased despite the massification of higher education in Europe and America. Efforts to explain this paradox have suggested the sorting effects of education may be more important for understanding how it is related to social capital. Empirical applications of this theory have produced mixed results, however, and the literature is dominated by a US focus and methodological disputes that make determining generalizability beyond the US difficult. This research attempts to reconcile some of the methodological disputes and examines the sorting effect of education on social capital in the UK. It finds no evidence of educational sorting for behavioral indicators of social capital, but strong evidence for social trust.