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Race, gender, class, and schooling: The role of cultural, social, and symbolic capital.

한글로보기

https://www.riss.kr/link?id=T10585217

저자

Bartee, RoSusan DorNiece
발행사항
[S.l.]: University of Illinois at Urbana-Champaign 2003
학위수여대학
University of Illinois at Urbana-Champaign
수여연도
2003
작성언어
영어
주제어

Education, Social Sciences ; Education, Sociology of
학위
Ph.D.
페이지수
306 p.
지도교수/심사위원
Adviser: William T. Trent.

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다국어 초록 (Multilingual Abstract)

The transfer of cultural, social, and symbolic capital shapes the educational processes and influences the educational outcomes of African-American students in desegregated environments. The stratified nature of capital fosters hierarchical dynamics between those who do and those who do not possess or subscribe to forms of capital that are considered ‘legitimate’ in schools. The ways in which African-American students navigate the political and social contexts of school settings determine their matriculation through the academic pipeline.

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The transfer of cultural, social, and symbolic capital shapes the educational processes and influences the educational outcomes of African-American students in desegregated environments. The stratified nature of capital fosters hierarchical dynamics ...

The transfer of cultural, social, and symbolic capital shapes the educational processes and influences the educational outcomes of African-American students in desegregated environments. The stratified nature of capital fosters hierarchical dynamics between those who do and those who do not possess or subscribe to forms of capital that are considered ‘legitimate’ in schools. The ways in which African-American students navigate the political and social contexts of school settings determine their matriculation through the academic pipeline.