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Race, gender, class, and schooling: ...

Bartee, RoSusan DorNiece.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Race, gender, class, and schooling: The role of cultural, social, and symbolic capital./
Author:	Bartee, RoSusan DorNiece.
Description:	306 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0852.
Contained By:	Dissertation Abstracts International64-03A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3086010

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

Race, gender, class, and schooling: The role of cultural, social, and symbolic capital. - 306 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0852.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003.

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.Subjects--Topical Terms:

1019148
Education, Social Sciences.

Race, gender, class, and schooling: The role of cultural, social, and symbolic capital.
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500 $a Adviser: William T. Trent.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003.
520 $a 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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