Abstract:

Social capital is commonly defined as the social relationships and networks that individuals establish, and the forms of trust and engagement that sustain these connections. It is also understood that social solidarity and inclusion are based on these forms of mutual trust and networks, thus on social capital. According to one of the main theorists of the concept, Pierre Bourdieu, social capital is intimately linked to class tensions, since social positions generate the kind of social interactions that matter. More recently, Michael Tomlinson has elaborated on Bourdieu’s notion of social capital by emphasizing the role of social capital in improving the employability of university graduates. Tomlinson has argued that social relationships and networks help activate the graduates’ human potential and create labour market opportunities.

Although different studies endorse universities as key facilitators for developing social capital, there is also consensus in considering that such factors as race, gender or social class condition access to this type of capital. On the other hand, at least to some extent higher education institutions have the potential to act as equalizers in students’ networks and relationships. This is crucial for their future careers and to attenuate the symbolic violence among different social groups, a concept also theorized by Bourdieu.

In particular, extracurricular activities, defined as formal or informal voluntary activities outside school hours that complement the students’ curricular training and contribute to their personal and professional development, are considered as an important factor in acquiring both social capital and soft skills that significantly enhance employability. Studies indicate that participation in such activities improves undergraduate students’ adaptation to the university environment and leads to a more conscious approach to the learning process, known as “deep learning approach”. Other studies show that extracurricular activities are also perceived by students as an opportunity to improve their social capital and employability, although this perception and the level of participation may vary greatly depending on social background and gender.

This case study examines how gender influences the generation of social capital in the context of an extracurricular activity at the authors’ university, TecnoCampus (Pompeu Fabra University) in Mataró. TecnoChallenge is an intensive entrepreneurship education event where students from various degrees, organized in teams, collaborate to tackle an entrepreneurial challenge over a weekend. The study employs in-depth interviews and non-participant observation during two different editions: TecnoChallenge 2022 and 2023. The results of observation prompt reflection on how to generate group dynamics before and during the activity to encourage women’s participation in this type of events and help them build their social capital in a more effective way.

Keywords:

Gender, social capital, soft skills, higher education, extracurricular activities, entrepreneurship education.