Validating Social and Cultural Capital of Hyperghettoized At-Risk Students

Autor/in	Khalifa, Muhammad
Titel	Validating Social and Cultural Capital of Hyperghettoized At-Risk Students
Quelle	In: Education and Urban Society, 42 (2010) 5, S.620-646 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124510366225
Schlagwörter	African American Students; At Risk Students; Social Capital; Principals; Cultural Capital; Urban Areas; Administrator Attitudes; Administrator Role; Cultural Relevance; Student Behavior; Nontraditional Education; Adolescents; High School Students; Parent School Relationship + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sozialkapital; Principal; Schulleiter; Urban area; Stadtregion; Student behaviour; Schülerverhalten; Non-traditional education; Alternative Erziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Oberschule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	This study investigated how school leaders recognize and validate cultural and social capital of hyperghettoized at-risk students. Two primary research questions drove this research: (1) Did traditional school leaders recognize the social and cultural capital of at-risk, African American students? (2) How did an effective school leader validate the cultural and social capital of at-risk African American students. The findings indicated that traditional school leaders did not validate, or even accommodate, the social and cultural capital of hyperghettoized students. However, the school leader highlighted in this study was able to validate the capital of what became very academically and socially successful hyperghettoized students. Findings also highlighted the implications of how school principals may lead in a socially just manner as they attempt to value children equitably. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10