Rethinking the Cultural Context of Schooling Decisions in Disadvantaged Neighborhoods: From Deviant Subculture to Cultural Heterogeneity

Autor/in	Harding, David J.
Titel	Rethinking the Cultural Context of Schooling Decisions in Disadvantaged Neighborhoods: From Deviant Subculture to Cultural Heterogeneity
Quelle	In: Sociology of Education, 84 (2011) 4, S.322-339 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040711417008
Schlagwörter	Neighborhoods; Disadvantaged; Cultural Context; Enrollment; Social Theories; Sociocultural Patterns; Criticism; Cultural Differences; College Attendance; Surveys; Longitudinal Studies; Goal Orientation; Academic Aspiration + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Einschulung; Gesellschaftstheorie; Soziokulturelle Theorie; Kritik; Kultureller Unterschied; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zielorientierung; Zielvorstellung
Abstract	The literature on neighborhood effects on schooling theorizes that neighborhood cultural context is an important mechanism generating such effects. However, explanations that rely on subcultural theories, such as oppositional culture, have met with considerable criticism on empirical grounds, and no alternative account of the cultural context of disadvantaged neighborhoods has been developed in the education literature. This study develops a new account of the cultural context of schooling decisions in disadvantaged neighborhoods based on the concept of "cultural heterogeneity", defined as the presence of a wide array of competing and conflicting cultural models. It applies this concept to neighborhood effects on college enrollment. Using survey data from the National Longitudinal Study of Adolescent Health, this study shows that disadvantaged neighborhoods exhibit greater heterogeneity in college goals and that adolescents in more heterogeneous neighborhoods are less likely to act in concert with the college goals that they articulate. (Contains 10 notes and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10