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It argues that schools often lack reliable ways to measure students’ full social landscapes and that common relationship-building strategies can become institution-centric and overburden staff. Using interviews across schools and nonprofits, it explains an asset-based, relationship-mapping approach and outlines when and how to apply it, including five practical use cases for educators.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-hidden-networks-relationship-mapping-as-a-strategy-to-build-asset-based-pathways-august-2022/582830/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-hidden-networks-relationship-mapping-as-a-strategy-to-build-asset-based-pathways-august-2022/582830.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address regarding student networks?","Question",{"text":112,"@type":113},"Schools often miss the full range of relationships students already have and rarely measure connection and disconnection within and beyond school in reliable, equitable ways. The paper argues that overlooking these assets undermines student support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper recommend an asset-based approach?",{"text":117,"@type":113},"It emphasizes deeper understanding and appreciation of networks students already belong to, rather than assuming they lack social capital. Recognizing students’ resources and cultural wealth is presented as the basis of the approach.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the five use cases for relationship mapping?",{"text":121,"@type":113},"The report outlines five cases: teaching students about networks and social capital; increasing students’ likelihood to mobilize networks; strengthening belonging and access to support; expanding professional networks; and boosting persistence and success long-term.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582830,1792044620,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","STUDENTS' HIDDEN NETWORKS:  \nRelationship mapping as a strategy to build asset-based pathways  \nBY JULIA FREELAND FISHER  \nAUGUST 2022  \nTABLE OF CONTENTS  \nAcknowledgments  3  \nIntroduction: A student-centered approach to building networks  4  \nWhat the research says: From bounded to unbounded networks  6  \nRelationship mapping: Taking stock by form and by function  7  \nWhen and how to use relationship mapping: Five use cases  9  \n1. If you’re trying to teach students about the power of networks and social capital  9  \n2. If you’re trying to increase the likelihood that students mobilize their networks  10  \n3. If you’re trying to increase students’ sense of belonging and access to support  10  \n4. If you’re trying to expand students’ professional networks  11  \n5. If you’re trying to boost persistence and success long-term  12  \nConclusion: Expanding the potential of relationship mapping  14  \nAppendix A: Organizational profiles  16  \nNotes  22  \nAbout the Institute, About the author  24  \nC HR IST E NS E N INST IT UT E : ST U D E NTS ' HI D D E N NET WO R KS 2  \nACKNOWLEDGEMENTS  \nThis paper builds on the knowledge of a range of practitioners and researchers in the field. Thank you especially to those who lent their time and expertise in our interviews and roundtable discussion: AiLun Ku, Katherine Hanson, Edward DeJesus, Michelle Thomas, Kate Schrauth, Eve Shapiro, David Berg, Glenn Manning, Tyler Thigpen, Sarah Schwartz, Jon Zaff, and Brian Lightfoot.  \nC HR IST E NS E N INST IT UT E : ST  \nU D E NTS ' HI D D E N NET WO R KS 3  \nINTRODUCTION: A STUDENT-CENTERED APPROACH TO BUILDING NETWORKS  \nThe research is clear: positive and diverse relationships in students’ lives can buffer  \nrisk, boost academic performance and persistence, and ultimately expand professional opportunities. The opposite is also true: a dearth of connections can have dire consequences for students’ wellbeing, academic success, and eventual career prospects.  \nBut in the day-to-day work of K–12 and postsecondary institutions, the true array of relationships at students’ disposal can get lost. In reality, schools know relatively little about the social landscapes that young people navigate. The degree to which a student is connected or disconnected within and beyond school is rarely measured in reliable or equitable ways.1  \nYou’d be hard-pressed to find anyone working in education who would disagree that “relationships matter” to student success. But in practice, relationship-centered approaches face major headwinds. Scarce resources spell punishing student-to-staff ratios across K–12 and postsecondary institutions.2 In turn, schools often scramble to cobble together a reliable web of supportive relationships for each and every student. Amid these efforts, students of color face a double disadvantage: the limited faculty and staff they encounter are, on average, far less likely to share their racial or ethnic background than their white peers, despite well-documented benefits of having teachers and mentors that mirror students’ backgrounds and experiences.3  \nTo grow their students’ support and professional networks, schools frequently depend on hiring more staff on the margins, enlisting existing faculty and staff to take on additional responsibilities like mentoring and advising, or launching initiatives that recruit volunteers or alumni to engage in pro bono stints. These well-intended efforts to shore up and expand students’ networks are not all futile. But they are often institution-centric, rather than student-centric. These strategies risk burdening already exhausted faculty and staff, offering temporary help for relationships that benefit from consistency and familiarity, and stretching thin budgets even thinner.  \nThese approaches not only threaten the mental health of staff and the long-term sustainability of programs, but also risk ignoring a whole stock of connections hiding in plain sight: the people students already know.  \nC HR IST E NS ","cbCaibCQQ6IIOe9U","https://ap.wps.com/l/cbCaibCQQ6IIOe9U","pdf",3617249,25,"English","# Acknowledgments\n# Introduction: A student-centered approach to building networks\n# What the research says: From bounded to unbounded networks\n# Relationship mapping: Taking stock by form and by function\n# When and how to use relationship mapping: Five use cases\n## 1. Teach students the power of networks and social capital\n## 2. Increase students’ likelihood to mobilize their networks\n## 3. Increase students’ sense of belonging and access to support\n## 4. Expand students’ professional networks\n## 5. Boost persistence and success long-term\n# Conclusion: Expanding the potential of relationship mapping\n# Appendix A: Organizational profiles\n# Notes\n# About the Institute, About the author","[{\"question\":\"What problem does the paper address regarding student networks?\",\"answer\":\"Schools often miss the full range of relationships students already have and rarely measure connection and disconnection within and beyond school in reliable, equitable ways. The paper argues that overlooking these assets undermines student support.\"},{\"question\":\"Why does the paper recommend an asset-based approach?\",\"answer\":\"It emphasizes deeper understanding and appreciation of networks students already belong to, rather than assuming they lack social capital. Recognizing students’ resources and cultural wealth is presented as the basis of the approach.\"},{\"question\":\"What are the five use cases for relationship mapping?\",\"answer\":\"The report outlines five cases: teaching students about networks and social capital; increasing students’ likelihood to mobilize networks; strengthening belonging and access to support; expanding professional networks; and boosting persistence and success long-term.\"}]","STUDENTS' HIDDEN NETWORKS - Relationship mapping as a strategy to build asset-based pathways - August 2022 | PDF",63]