Human Capital Or Cultural Capital?: Ethnicity and Poverty Groups in an Urban School District

Transaction Publishers - 216 sider
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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.

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Udvalgte sider


Skills Habits Styles and School Success
Family Linguistic Culture and the Childs
Cognitive Skill and Earnings Determination
Data Variables Methods
Bringing Skill Back In
The Dallas Research Setting Data Methods
Basic Skills
Intervening to Affect the Skills Habits
What Can Be Done?
Reading OneOne
Data and Methods for Studying Program Effects
Comparison with Other Programs

Habits and Styles
Coursework Mastery
Course Grades

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Side 8 - One can hardly pursue success in a world where the accepted skills, style, and informal know-how are unfamiliar. One does better to look for a line of action for which one already has the cultural equipment.
Side viii - But pray remember children are not to be taught by rules; which will be always slipping out of their memories. What you think necessary for them to do, settle in them by an indispensable practice, as often as the occasion returns; and if it be possible, make occasions. This will beget habits in them, which being once established, operate of themselves, easily and naturally, without the assistance of the memory.
Side viii - ... till they have got the habit of doing it well, and not by relying on rules trusted to their memories; has so many advantages, which way soever we consider it, that I cannot but wonder (if ill customs could be wondered at in any thing) how it could possibly be so much neglected.
Side iii - James T. Richardson, Joel Best, and David G. Bromley (eds.), The Satanism Scare Alice S. Rossi and Peter H. Rossi, Of Human Bonding: Parent-Child Relations Across the Life Course Peter H.
Side iii - Control James R. Kluegel, David S. Mason, and Bernd Wegener (eds.), Social Justice and Political Change: Public Opinion in Capitalist and Post-Communist States Theodore R. Marmor, The Politics of Medicare (Second Edition) Thomas S. Moore, The Disposable Work Force: Worker Displacement and Employment Instability in America Clark McPhail, The Myth of a Madding Crowd James T.
Side 17 - But we know today that in order to know ourselves well, it is not enough to direct our attention to the superficial portion of our consciousness; for the sentiments, the ideas which come to the surface are not, by far, those which have the most influence on our conduct. What must be reached are the habits, the tendencies which have been established gradually in the course of our past life or which heredity has bequeathed to us; these are the real forces which govern us.
Side iii - James D. Wright, Peter H. Rossi, and Kathleen Daly, Under the Gun: Weapons, Crime, and Violence in America...
Side 25 - Measures the ability to quickly scan and compare visual information: subject must mark the five drawings in a row of 20 drawings that are identical to the first drawing in the row...
Side 34 - The educational skills they come to the job with are minimal because of the schools in the areas where they generally live." A vice president of a television station complained of the inner-city work force: They are frequently unable to write. They go through the Chicago public schools or they dropped out when they were in the eighth grade. They can't read. They can't write. They can hardly talk. I have another opinion which is strictly my own and that is that people who insist on beating themselves...
Side 15 - How shall we explain the fact that the Japanese pupils in Los Angeles have about the same IQ as the average pupil and score about the same on educational tests but obtain strikingly better grades? It may be that they possess to a greater degree than whites those qualities which endear pupils to a teacher ; that is, they are more docile, occasion less disciplinary trouble, and give the appearance of being busy and striving to do their best...

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