Human Capital or Cultural Capital?: Ethnicity and Poverty Groups in an Urban School DistrictRoutledge, 5 de set. 2017 - 216 pàgines This study seeks to reorient our understanding of the early educational determinants of social stratification outcomes. It focuses on the process and consequences of unequal cognitive skill attainment for ethnic and poverty groups within our nation's cities. It draws, theoretically, on the notion that experiences at home and school create a feedback loop by which the ""cultural capital"" of the students (their toolkit of skills, habits, and styles with which they construct strategies of action) evolves over time and largely determines differential success in mastering the teacher-assigned homework. |
Continguts
Family Linguistic Culture and the Childs CognitiveSkill | |
Cognitive Skill and Earnings Determination with Paula England | |
The Dallas Research Setting Data Methods | |
Basic Skills | |
Habits and Styles | |
Coursework Mastery | |
Course Grades | |
Intervening to Affect the Skills Habits and Styles of AtRisk | |
Reading OneOne with Keven Vicknair | |
Appendix Methodology for Constructing Table 10 2 | |
Altres edicions - Mostra-ho tot
Human Capital Or Cultural Capital?: Ethnicity and Poverty Groups in an Urban ... George Farkas Previsualització limitada |
Human Capital Or Cultural Capital?: Ethnicity and Poverty Groups in an Urban ... George Farkas Previsualització no disponible - 1996 |
Human Capital Or Cultural Capital?: Ethnicity and Poverty Groups in an Urban ... George Farkas Previsualització no disponible - 1996 |
Frases i termes més freqüents
ability achievement administrators African-American American Anglos appearance approximately Asians assigned attainment average background basic skills beginning better capital central Chapter characteristics cognitive skills column Comprehension course grades coursework mastery culture Dallas demands detailed determine differences differential difficulty discussion district earnings effects effort English estimate ethnicity experience explain four funds further gains habits higher Hispanic households important increase individuals instruction interactions labor language learning less low-income lower males Mathematics means measures negative observed occupational occur outcomes particularly percent performance points positive poverty present principals problem processing Reading One-One receive Regression relatively reported returns reward school district sessions significant significantly social standard statistically studies styles success Table teachers test scores third Title tutoring typically variables wages women workers