More than contacts: What bridging capital means for institutional trust among vocational students

Abstract

Institutional trust among young people is declining, especially among those in vocational education, a group that has been largely overlooked in academic research despite making up a significant portion of the student population in the Netherlands. Understanding how trust in political and institutional systems develops within this group is essential for addressing broader issues of democratic participation and social cohesion. This study explores how vocational students develop trust in institutions and how this trust is shaped by their access to bridging social capital. Drawing on social capital theory (Putnam, 2000) and trust theory (Yamagishi & Yamagishi, 1994), the research examines how broader social connections beyond close family and friends contribute to feelings of recognition, belonging, and engagement. Using a qualitative design, 15 semi-structured interviews were conducted with Dutch vocational (MBO) students (M age = 19.5). Data were analyzed using framework analysis, supported by the constant comparative method and organized in a thematic matrix. Findings indicate that institutional trust among vocational students is highly context dependent. While trust in schools is generally high, often grounded in supportive, personalized interactions with teachers and mentors, trust in political institutions and government bodies tends to be lower. Recognition by professionals in bridging roles, such as internship supervisors or youth workers, emerged as a key condition for fostering trust. However, not all students with broad networks expressed high institutional trust, suggesting that the perceived quality and responsiveness of these relationships also matter.