Social Trust as Group Phenomenon
Case Study on Vocational Student Groups
Keywords:
conversation analysis, social capital, social trust, supervision, vocational education and training, social pedagogyAbstract
In the article, I analyze the formation of social trust as a group process. I conceptualize social trust as a relational and intersubjective phenomenon generated in interaction, and I consider it a crucial resource in social integration. As an empirical case study, I utilize the interaction of two Finnish vocational student groups (A and B) in focus group interview. In the analysis, I apply tools of conversation analysis. In group A,
turn-taking and other participation in interaction was distributed inequally, and the group had no resources to guide its own interaction. Interaction in group B seemed to be more equal; it motivated cooperation and active participation, and it generated positive feedback to its members. I suggest that group B functions as a more favorable environment for engendering social trust and individual social skills that generate social trust in interaction. The reason behind the groups’ differences is how teachers in different schools have participated in and supervised the groups’ social interaction. In the perspective of social pedagogy and education policy, the results show that it is possible and desirable to actively train and practice social trust and related interaction. Vocational and other schools form a well-working environment for doing this,
yet it requires adequate resources and skills of the teachers and the whole institution.
