Social Network Analysis: How Relationships and the Methods for Studying Them Matter for Education Policy

Abstract

Social network analysis (SNA) is often thought of as a titillating set of technical tools. Yet SNA’s technical tools are a means to an end—operationalizing a conceptual and analytical approach privileging the relational aspects of phenomena of interest. In the case of education policy, a relational approach considers the role and impact of people, relationships, and social dynamics in education policy formulation, implementation, and evaluation. The authors of this chapter discuss the core concepts, methodological issues, and important findings from SNA and a relational approach for education policy. They discuss SNA’s analytical lens, data—qualitative and quantitative—and key methodological considerations. And they discuss findings from current SNA research informing education policy, especially education policy implementation in K–12 contexts. The authors conclude with important avenues for continuing research, including the need for more studies of policy formulation and evaluation, as well as issues of power, inequity, and oppressive social structures.

Keywords: social network analysis, network theory, network measures, social capital, policy implementation