When Race and Gender Collide: Social and Cultural Capital's Influence on the Academic Achievement of African American and Latino Males

Autor/in	Strayhorn, Terrell L.
Titel	When Race and Gender Collide: Social and Cultural Capital's Influence on the Academic Achievement of African American and Latino Males
Quelle	In: Review of Higher Education, 33 (2010) 3, S.307-332 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
DOI	10.1353/rhe.0.0147
Schlagwörter	Males; Academic Achievement; Social Capital; Cultural Capital; Racial Differences; Gender Issues; African Americans; Hispanic Americans; Undergraduate Students; Grades (Scholastic); Cultural Influences; Social Influences; Socioeconomic Status; Grade Point Average; College Preparation; Parents; Educational Attainment; Expectation; Volunteers; High School Students; Longitudinal Studies + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Schulleistung; Sozialkapital; Rassenunterschied; Geschlechterfrage; Afroamerikaner; Hispanic; Hispanoamerikaner; Notenspiegel; Cultural influence; Kultureinfluss; Sozialer Einfluss; Socio-economic status; Sozioökonomischer Status; Eltern; Bildungsabschluss; Bildungsgut; Expectancy; Erwartung; Freiwilliger; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study regressed undergraduate grades on background traits, pre-college variables, and measures of sociocultural capital for nationally representative samples of African American and Latino male undergraduates using data from the NCES's National Education Longitudinal Study (NELS:88/00). Results suggest that African American and Latino males differ significantly on measures of social and cultural capital, thereby challenging normative assumptions that all racial/ethnic minorities are equal. Additionally, achievement prior to college matters most for Latino males while African American males reap significant benefits from their socioeconomic standing and involvement during college. Implications for future research, policy, and practice are highlighted. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10