FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W397146095> ?p ?o ?g. }

• W397146095 abstract "Manning Marable once claimed that there were two distinct Black America’s. Since desegregation there has been a rapidly growing class of middle class Blacks and a similarly expanding “underclass” of Blacks that has led to much diversity in the socioeconomic background of many Black college students. Education has been pitched as the great equalizer, though many Blacks at predominantly white institutions are struggling to graduate. Most research aimed at solving this conundrum views socioeconomic status separate from cultural identity. This research attempts to capture the “socio-psychological” process of developing identity as an African American at a predominantly white institution. This research contributes to the field of African American post secondary education studies by examining socioeconomic status, cultural identity and collegiate persistence as interdependent variables. This study uses Pierre Bourdieu’s cultural capital theory as the theoretical framework. Cultural capital refers to background knowledge base, skills, and attitudes families of the dominant socioeconomic class transmit to their children (Lareau & Weininger, 2003). This theory proposes that in order for the dominant group to maintain its dominance some culture is valued or devalued within social institutions. Qualitative research methods were used for this study. Using convenience criterion sampling, six African-American students from various socio-economic backgrounds were identified in the summer of 2008. All participants were seniors, scheduled to graduate in Fall of 2008 or May of 2009. Students were selected from the Eastside University (pseudonym), a premier research institution and predominantly white university. A focus group was conducted during the summer of 2008, supplemented by ethnographic interviews and case studies provided by Lorenzo Dubois Baber (2007). During the data analysis phases four themes emerged that highlighted the cultural identity changes in the participants: 1) the construction of an ethnic identity; 2) the conversion of various forms of cultural capital; 3) the experience of stereotype threat and racism; 4) and the progression towards blended perspectives. This research is meant to add significant data regarding the heterogeneity of the Black community and how the differences in cultural identity are portrayed on predominantly white campuses. Much of the previous research on Black student persistence is based on other forms of capital such as social, human, and financial, and has a tendency to assume that Black’s share a collective identity. As the Black underclass and middle class both continue to grow wider apart it is inherent that researchers study this phenomenon transitionally. This research does that and provides analysis and recommendations for helping future generations of Black students to persist on predominantly white campuses. Introduction of Inquiry Institutions of higher learning are in essence the American dream encapsulated in concrete and cinderblock. They are the places where the fields can be leveled, success can be achieved, and where the hopes and dreams of equal opportunity rest. In short, a college degree is the great equalizer. Some interpersonal and institutional racism seemingly will always exist but the completion of a university degree immediately boosts ones social, financial, and cultural capital as well as, their socio-economic status, and chances of success in life. It was once believed that college was a place where merit and individual ability alone could assure a positive, successful outcome. However, much evidence has been found to the contrary that indicates plenty of other factors are closely tied to an individual’s success at an institution of higher education (Lindsay & Justiz, 2001; United States Department of Education, 2005). Much to the chagrin of the African American freedom fighters of the past who paved the way for equal rights legislation such as Brown v. Board, African American’s are graduating from college at a significantly lower rate than Whites (JBHE, 2006). Students from low income backgrounds are statistically less likely to achieve a baccalaureate degree when compared with students of high income background. This is significant when considering that between 1980 and 1998, the population of the African American underclass has tripled from 900,000 to 2.7 million. Statistics show that students stemming from this segment of the population are the least likely to attend college and are even less likely to graduate. Conversely, Black students from middle to upper class income backgrounds are attending college in record numbers. However, when studied, researchers tend to group all the segments of the Black population with no regards for the differences in the socioeconomic backgrounds of each sector (e.g., Feagin, Vera, & Imani, 1996; Cabrera, et al., 1999; Reason & Rankin, 2005). Many scholars have examined why only 43 percent of Black students graduate from college within six years. They often point to the affects of social, financial, and human capital on the success, resiliency, and persistence of African American students (Wilson, 1987; Gates & West, 1996; hooks, 2000; Dyson, 2005). However, this research specifically examines the affects of cultural capital and the formation 1 African American underclass – welfare dependent, marginally educated, and chronically unemployed University of Maryland • Inaugural Edition 76 University of Maryland • Inaugural Edition 77 of cultural identity on the persistence of Black seniors at predominately white institutions (PWI’s). Pierre Bourdieu’s cultural capital theory has been used by researchers of secondary school systems to consider the influence of social class differences on educational experiences for African Americans (Roscingo & Ainsworth-Darnell, 1999; Lareau & Weininger, 2003). Lareau and Weininger define cultural capital as background – knowledge, skills, and attitudes – that families transmit to their children. This theory proposes that in order for the dominant group to maintain its dominance certain culture is valued or devalued within social institutions." @default.
• W397146095 created "2016-06-24" @default.
• W397146095 creator A5020984353 @default.
• W397146095 date "2008-01-01" @default.
• W397146095 modified "2023-09-27" @default.
• W397146095 title "Assessing African American College Persistence at a Predominantly White Institution Using the Cultural Capital Theory: A Research Proposal" @default.
• W397146095 cites W115394847 @default.
• W397146095 cites W121754083 @default.
• W397146095 cites W1482808205 @default.
• W397146095 cites W1501554405 @default.
• W397146095 cites W1505766440 @default.
• W397146095 cites W1513747240 @default.
• W397146095 cites W1528074835 @default.
• W397146095 cites W1577785489 @default.
• W397146095 cites W1587326101 @default.
• W397146095 cites W1651605089 @default.
• W397146095 cites W1895891998 @default.
• W397146095 cites W193495733 @default.
• W397146095 cites W1965229297 @default.
• W397146095 cites W1965516070 @default.
• W397146095 cites W1972677302 @default.
• W397146095 cites W1985300791 @default.
• W397146095 cites W1986547319 @default.
• W397146095 cites W2004877893 @default.
• W397146095 cites W2013668132 @default.
• W397146095 cites W2019933549 @default.
• W397146095 cites W2044132146 @default.
• W397146095 cites W2069774107 @default.
• W397146095 cites W2071419858 @default.
• W397146095 cites W2084550250 @default.
• W397146095 cites W2108991971 @default.
• W397146095 cites W2111647798 @default.
• W397146095 cites W2114610381 @default.
• W397146095 cites W2136920028 @default.
• W397146095 cites W2268079770 @default.
• W397146095 cites W2297677077 @default.
• W397146095 cites W2333716987 @default.
• W397146095 cites W2796652810 @default.
• W397146095 cites W2903335934 @default.
• W397146095 cites W3003869407 @default.
• W397146095 cites W3023632619 @default.
• W397146095 cites W3127872592 @default.
• W397146095 cites W323765918 @default.
• W397146095 cites W4293105157 @default.
• W397146095 cites W582932071 @default.
• W397146095 cites W65402032 @default.
• W397146095 cites W657678879 @default.
• W397146095 hasPublicationYear "2008" @default.
• W397146095 type Work @default.
• W397146095 sameAs 397146095 @default.
• W397146095 citedByCount "0" @default.
• W397146095 crossrefType "journal-article" @default.
• W397146095 hasAuthorship W397146095A5020984353 @default.
• W397146095 hasConcept C107993555 @default.
• W397146095 hasConcept C110888244 @default.
• W397146095 hasConcept C121332964 @default.
• W397146095 hasConcept C144024400 @default.
• W397146095 hasConcept C147077947 @default.
• W397146095 hasConcept C149923435 @default.
• W397146095 hasConcept C17744445 @default.
• W397146095 hasConcept C199539241 @default.
• W397146095 hasConcept C24890656 @default.
• W397146095 hasConcept C2778355321 @default.
• W397146095 hasConcept C2778930550 @default.
• W397146095 hasConcept C2779233565 @default.
• W397146095 hasConcept C2779361081 @default.
• W397146095 hasConcept C2780510313 @default.
• W397146095 hasConcept C2908647359 @default.
• W397146095 hasConcept C36289849 @default.
• W397146095 hasConcept C68062652 @default.
• W397146095 hasConceptScore W397146095C107993555 @default.
• W397146095 hasConceptScore W397146095C110888244 @default.
• W397146095 hasConceptScore W397146095C121332964 @default.
• W397146095 hasConceptScore W397146095C144024400 @default.
• W397146095 hasConceptScore W397146095C147077947 @default.
• W397146095 hasConceptScore W397146095C149923435 @default.
• W397146095 hasConceptScore W397146095C17744445 @default.
• W397146095 hasConceptScore W397146095C199539241 @default.
• W397146095 hasConceptScore W397146095C24890656 @default.
• W397146095 hasConceptScore W397146095C2778355321 @default.
• W397146095 hasConceptScore W397146095C2778930550 @default.
• W397146095 hasConceptScore W397146095C2779233565 @default.
• W397146095 hasConceptScore W397146095C2779361081 @default.
• W397146095 hasConceptScore W397146095C2780510313 @default.
• W397146095 hasConceptScore W397146095C2908647359 @default.
• W397146095 hasConceptScore W397146095C36289849 @default.
• W397146095 hasConceptScore W397146095C68062652 @default.
• W397146095 hasLocation W3971460951 @default.
• W397146095 hasOpenAccess W397146095 @default.
• W397146095 hasPrimaryLocation W3971460951 @default.
• W397146095 hasRelatedWork W1974219841 @default.
• W397146095 hasRelatedWork W1998601919 @default.
• W397146095 hasRelatedWork W2006730778 @default.
• W397146095 hasRelatedWork W2037291090 @default.
• W397146095 hasRelatedWork W2040082845 @default.
• W397146095 hasRelatedWork W2040287656 @default.
• W397146095 hasRelatedWork W2070926011 @default.
• W397146095 hasRelatedWork W2084550250 @default.
• W397146095 hasRelatedWork W2119674949 @default.
• W397146095 hasRelatedWork W2138967823 @default.

• next