Building Social Capital in Hightown: The Role ofConfianzain Latina Immigrants’ Social Networks in the New South

Abstract

In this article, we examine the social networks of immigrant Latinas from two women's groups in northwestern North Carolina. We explore how participants built social capital and confidence in self through sharing knowledge and experiences in intimate, mujerista spaces. We argue that traditional analyses of social capital, framed in terms of cost–benefit obligations, are insufficient for understanding the complex relationship of commitment and trust, or confianza, that characterized the social networks the women developed.

The social construction of Latino childhood in the New South

“…Even for those Latino children who pursue traditional routes of "success" in Southern schools, the experience is often one of dehumanizing labor and alienation from one's community, as explored at length by Carrillo and Rodriguez (2016) and Urrieta et al (2015). This alienation can be mitigated when Latino students work together in reciprocal social networks to "get ahead" in school (Fitts and McClure, 2015), but the physical and psycho-social demands of such reciprocity carry their own toll, especially in the midst of the "perfect storm" of recent economic recession noted by Durán (2017). Indeed, as previously noted, the path to educational achievement and success for Southern Latino children is one that requires a level of time, effort, and endurance in the face of rejection that is ultimately dehumanizing.…”

“…One way in which Southern Latino children have responded to their often-hostile school environments has been to rely heavily upon each other. Fitts and McClure (2015) describe this as a process of building networks on the basis of confianza or mutual trust and respect (Dyrness, 2007, 2011; Vélez-Ibáñez and Greenberg, 1992), as a means of countering the often-nativist reception of Latinos in Southern schools. Fitts and McClure (2015; see also Straubhaar, 2013) explore at length how such networks help Latino students to succeed even in the face of adversity.…”

“…Fitts and McClure (2015) describe this as a process of building networks on the basis of confianza or mutual trust and respect (Dyrness, 2007, 2011; Vélez-Ibáñez and Greenberg, 1992), as a means of countering the often-nativist reception of Latinos in Southern schools. Fitts and McClure (2015; see also Straubhaar, 2013) explore at length how such networks help Latino students to succeed even in the face of adversity. However, such networks are also not a panacea, as the reciprocal “one hand washes the other” nature of such relationships necessitates a fair amount of labor as Latino students and their families give and reciprocate favors and other forms of support.…”

Relational approaches to community-based health promotion across scales of practice

“…This sense of camaraderie can provide affirmation of perspectives that are not consistently heard in a broader context, which supports an increased sense of agency (Trinidad Galván, 2005). The validation of individual experiences supports a call to action that is grounded in a deep commitment to one another (Fitts & McClure, 2015). In this article, we analyze how relationships de confianza support the rise of relational agency, focusing on the ways in which relational practices support learning across scales of practice.…”

“…The work of then drawing on the motives of others to generate collective motives aligning them with activity is deeply relational work. We draw on the notion of relationships de confianza, defined as mutual trust, respect, and commitment, to understand the culturally specific nature of engaging in this vulnerable work (Teeters and Jurow, 2018;Fitts & McClure, 2015). Relationships de confianza involve developing a mutual confidence via engaged listening and shared problem solving.…”