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Human capital or cultural capital? : ethnicity and poverty groups in an urban school district

Author: George Farkas
Publisher: New York : A. de Gruyter, c, 1996.
Series: Social institutions and social change.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
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  Read more...
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Details

Genre/Form: Case studies
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: George Farkas
ISBN: 0202305236 9780202305233 0202305244 9780202305240
OCLC Number: 34318614
Description: xiv, 216 pages : illustrations ; 24 cm.
Contents: 1. Introduction --
2. Skills, Habits, Styles, and School Success --
3. Family Linguistic Culture and the Child's Cognitive-Skill Development / George Farkas and Kurt Beron --
4. Cognitive Skill and Earnings Determination / George Farkas, Paula England, Keven Vicknair and Barbara Kilbourne --
5. The Dallas Research Setting, Data, Methods --
6. Basic Skills --
7. Habits and Styles --
8. Coursework Mastery --
9. Course Grades --
10. Intervening to Affect the Skills, Habits, and Styles of At-Risk Students --
11. Reading One-One / George Farkas and Keven Vicknair --
12. Bureaucratic Politics and Instructional Service Delivery: The Central Bureaucracy Strikes Back --
Appendix: Methodology for Constructing Table 10.2.
Series Title: Social institutions and social change.
Responsibility: George Farkas.

Abstract:

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 coursework.

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