Race, Gender, Class, and Schooling: The Role of Cultural, Social, and Symbolic Capital
Bartee, RoSusan DorNiece
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https://hdl.handle.net/2142/79717
Description
Title
Race, Gender, Class, and Schooling: The Role of Cultural, Social, and Symbolic Capital
Author(s)
Bartee, RoSusan DorNiece
Issue Date
2003
Doctoral Committee Chair(s)
Trent, William T.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Black Studies
Language
eng
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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