"My Voice Matters": High School Debaters' Acquisition of Dominant and Adaptive Cultural Capital

Autor/in	Gorski, Karlyn J.
Titel	"My Voice Matters": High School Debaters' Acquisition of Dominant and Adaptive Cultural Capital
Quelle	In: American Journal of Education, 126 (2020) 2, S.293-321 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	High School Students; Debate; Cultural Capital; Low Income Students; Minority Group Students; Disadvantaged Schools; Resilience (Psychology); Feedback (Response); Coaching (Performance); Critical Thinking; Illinois (Chicago) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Debating; Streitgespräch; Kritisches Denken
Abstract	Low-income, racial/ethnic minority youth in under-resourced schools have certain opportunities to acquire cultural capital that is valued in dominant institutional contexts. I use observational data from 6 months of debate practices and competitions with two teams in the Chicago Debate League, as well as interviews with 12 debaters and 2 coaches, to show that debate participation can contribute to participants' acquisition of two forms of cultural capital. I argue that debaters demonstrate dominant cultural capital through demanding critical feedback and analyzing complex ideas. I further document how debaters develop "adaptive cultural capital," or cultural capital that dominant institutions demand of them but that is not required of members of dominant social groups. Here, adaptive cultural capital is illustrated through debaters' ability to face failure with resilience. These findings contribute to sociological understandings of how schools influence students' acquisition of diverse forms of cultural capital. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01