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Author: RoSusan D. Bartee
Publisher: IAP
ISBN: 1641136405
Category : Education
Languages : en
Pages : 260
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Book Description
The currency of social capital serves as an important function given the capacity to generate external access (getting to) and internal accountability (getting through) for individuals and institutions alike. Pierre Bourdieu (1986) defines social capital as “the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition or in other words, to membership in a group” (p. 251). Social capital contains embedded resources as a tool for manifesting opportunities and options among individuals and groups. Inevitably, the aforementioned opportunities and options become reflective of the depth and breadth of access and accountability experienced by the individual and institution. As educational stakeholders, we must consistently challenge ourselves with the question, “How do K-12 schools and colleges and universities accomplish shared, egalitarian goals of achieving access and accountability?” Such goals become fundamental toward ensuring students matriculating through K-12 and higher education, irrespective of background, are provided the caliber of education and schooling experience to prepare them for economic mobility and social stability. To that end, the volume, Contemporary Perspectives on Social Capital in Educational Contexts (2019), as part of the book series, Contemporary Perspectives on Capital in Educational Contexts, offers a unique opportunity to explore social capital as a currency conduit for creating external access and internal accountability for K-12 and higher education. The commonalities of social capital emerging within the 12 chapters of the volume include the following: 1) Social Capital as Human Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social Capital as Intentional Engagement; and 4) Social Capital as Culturally-Responsive Leadership. Thus, it becomes important for institutions of education (i.e. secondary, postsecondary, continuing) and individuals to assume efforts with intentionality and deliberateness to promote access and accountability.
Author: RoSusan D. Bartee
Publisher: IAP
ISBN: 1641136405
Category : Education
Languages : en
Pages : 260
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Book Description
The currency of social capital serves as an important function given the capacity to generate external access (getting to) and internal accountability (getting through) for individuals and institutions alike. Pierre Bourdieu (1986) defines social capital as “the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition or in other words, to membership in a group” (p. 251). Social capital contains embedded resources as a tool for manifesting opportunities and options among individuals and groups. Inevitably, the aforementioned opportunities and options become reflective of the depth and breadth of access and accountability experienced by the individual and institution. As educational stakeholders, we must consistently challenge ourselves with the question, “How do K-12 schools and colleges and universities accomplish shared, egalitarian goals of achieving access and accountability?” Such goals become fundamental toward ensuring students matriculating through K-12 and higher education, irrespective of background, are provided the caliber of education and schooling experience to prepare them for economic mobility and social stability. To that end, the volume, Contemporary Perspectives on Social Capital in Educational Contexts (2019), as part of the book series, Contemporary Perspectives on Capital in Educational Contexts, offers a unique opportunity to explore social capital as a currency conduit for creating external access and internal accountability for K-12 and higher education. The commonalities of social capital emerging within the 12 chapters of the volume include the following: 1) Social Capital as Human Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social Capital as Intentional Engagement; and 4) Social Capital as Culturally-Responsive Leadership. Thus, it becomes important for institutions of education (i.e. secondary, postsecondary, continuing) and individuals to assume efforts with intentionality and deliberateness to promote access and accountability.
Author: RoSusan D. Bartee
Publisher: IAP
ISBN: 1617353655
Category : Education
Languages : en
Pages : 241
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Book Description
The edited volume, Contemporary Perspectives on Capital in Educational Contexts, is timely in its unique and appropriate analyses of the prevailing internal and external dynamics of capital as indicative of the type of currency within institutional structures or the currency among individual stakeholders of education. The intersection of capital and currency emerges similarly and differently within the American compulsory-based system of K-12 and the choice-based system of higher education. More specifically, Contemporary Perspectives on Capital in Educational Contexts disentangles the broader challenges and opportunities of the institution of education and the individuals who comprise. Emerging insights from the analyses provide an informed basis for ascertaining the rules of engagement and means of negotiation for the respective constituencies. With that said, this volume essentially responds to three important questions: 1) What are the tenets of capital and currency in public schools and higher education?; 2 ) How do institutions and individuals navigate those tenets?; and 3) What general and specific implications do capital hold for the educational pipeline and beyond? These questions provide a useful framework for engaging critical conversations about the dynamics of capital while offering perspectives about how to improve the quality of currency in K-12 or colleges and universities. These questions further serve as a basis for eliciting more questions toward the consideration capital as both a conceptual construct and applicable model. Contemporary Perspectives on Capital in Educational Contexts, too, is an expansion of the work of School matters: Why African American students need multiple forms of capital, where Bartee & Brown (2006) examines how the acquisition and possession of capital equips African American students in a highperforming, high-achieving magnet school in Chicago for competitiveness in school-generated and non-school generated activities. Success experienced by the students and the school become associated with the academic rigor and reputation while any shortcomings reflect an inadequate capacity of the school or the student to appropriately engage the other. School matters: Why African American students need multiple forms of capital (2006) further introduces an initial exploration of different forms of capital as producer (improve the status quo through inputs), consumer (participant based upon outputs), and regulator (maintain the status quo through the process) within the educational system. The multifaceted role of capital demonstrates its span of influence for institutional and individual capacities.
Author: Carlos R. McCray
Publisher: IAP
ISBN: 1648025757
Category : Education
Languages : en
Pages : 220
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Book Description
With the increasing amount of diversity taking place in the United States and in our K-12 schools, this book will help school leaders become prepared. It is the school principal who sets the tone for the school culture and provides the vision as to the direction of the organization. Therefore, school principals will ultimately have a great impact in promoting cultural and social diversity. School Leadership in a Diverse Society: Helping Schools Prepare all Students for Success (2nd Edition) will help scholars and practitioners have a better understanding of the increasing amount of diversity that is occurring in American society. This book will give them the tools needed to lead schools to ensure that all students, regardless of their life circumstances and status, are provided a school experience that promotes high academic achievement and a sense of belonging. Today, multiculturalism and diversity preparation are needed in our society, seemingly more so than when schools first made an earnest effort to integrate twenty years after Brown V. Board of Education. Just as it seemed the United States was making significant progress dealing with issues that have plagued this country for hundreds of years, recently, there has been a surge in diversity-related issues (the killing of unarmed African Americans, the unwarranted attacks on Asians, immigration debates, the recent rise of groups that support white supremacy, blackface incidents, increasing wealth divide between the ultra rich and the poor, religious backlash, etc.). These issues should remind us that the struggle for social equity continues into the present moment. Communities must work together to help fight rising intolerance and prejudice within our country and schools.
Author: Rick Dalton
Publisher: Taylor & Francis
ISBN: 1000372545
Category : Education
Languages : en
Pages : 232
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Book Description
This book provides solutions to the vexing educational challenges that rural communities face and serves as a how-to guide for building college and career readiness within rural schools. Rural America's Pathways to College and Career shares practical tips that can be used by educators and community members to transform rural schools, help students develop essential skills, locate and train college- and career-ready advisors, establish business partnerships, build college readiness, leverage technology, build interest in science, technology, engineering and math (STEM) careers, and understand how to pay for college. Based on research and drawing on best practice and poignant stories, Dalton shares examples of success and challenges from interviews conducted with over 200 individuals who have participated in programs across the country. By helping rural youth learn about the opportunities available and by providing them with the support they need to succeed, this book serves as an actionable guide to helping students in rural schools attain postsecondary school success.
Author: Yanru Xu
Publisher: Taylor & Francis
ISBN: 1000936821
Category : Education
Languages : en
Pages : 205
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Book Description
Studies have shown the disparities between urban and rural students accessing elite universities in China, a phenomenon which Xu explores in this groundbreaking book. She argues that such disparities follow a Bourdieusian capital approach showing how urban parents increased capital benefits the advancement of their children’s education. This book qualitatively explores urban and rural students’ life stories prior to their elite university entry through interviews with both parents and students. It seeks a ‘reflective reappropriation’ of Bourdieu’s notions in understanding Chinese urban and rural students’ academic success. In addition to the implications for Chinese domestic and international scholars’ understanding of the mediating role of rurality, higher education access, and Chinese policy makers’ ongoing initiatives on the hukou reform, this book promotes the global reflections on the development and promotion of national analytical concepts in understanding contextualised educational issues to advance knowledge co-production. This engaging text will be of interest to students and researchers across the fields of global higher education and sociology of education in East Asia, as well as policymakers working towards increased participation, equity and social justice in higher education worldwide.
Author: Eboni M. Zamani-Gallaher
Publisher: MSU Press
ISBN: 1628951699
Category : Social Science
Languages : en
Pages : 531
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Book Description
African American Females: Addressing Challenges and Nurturing the Future illustrates that across education, health, and other areas of social life, opportunities are stratified along gender as well as race lines. The unequal distribution of wealth, power, and privilege between men and women intersects with race and class to create multiple levels of disadvantage. This book is one result of a unique forum intended to bring into focus the K–12 and postsecondary schooling issues and challenges affecting African American girls and women. Focusing on the historical antecedents of African American female participation and the contemporary context of access and opportunity for black girls and women, the contributors to this collection pay particular attention to the interaction of gender with race/ethnicity, class, age, and health, with the central aim of encouraging thoughtful reading, critical thinking, and informed conversations about the necessity of exploring the lives of African American females. Additionally, the book frames important implications for recommended changes in policy and practice regarding a number of critical matters presently affecting African American females in schools and communities across the state of Michigan and nationwide.
Author: Terri N. Watson
Publisher: IAP
ISBN: 1681238578
Category : Education
Languages : en
Pages : 320
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Book Description
In this book we considered new territory for educational leadership by looking to music for lessons and inspiration that may inform the next generation of schools leaders. Each chapter focuses on an artist or group whose work serves to refine, extend, and challenge our thinking in regards to educational leadership. You will find a vast array of musical forms of expression analyzed and described by an equally diverse collection of educational leadership scholars and practitioners. There may be some who question the academic appropriateness or relevance of a text such as this one. Our response is that part of our ongoing mission should be to break ourselves out of academic silos and forge meaningful connections between seemingly disparate disciplines. Furthermore, educational leadership stands to gain more by drawing from the arts and specifically musical influences. Finally, music is an obvious part of most of our lives; why not explore the ways in which it impacts us on an academic level and not just a personal level? In sum, we ask that as you read the chapters of this book, you reflect on your own musical tastes and favorite artists.
Author: Elizabeth M. Cox
Publisher: John Wiley & Sons
ISBN: 1118151089
Category : Education
Languages : en
Pages : 105
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Book Description
Summary: Gone are the days when the term diversity may have been used to solely signify the color of one's skin or gender. This volume examines how diverse and marginalized populations are situated within American community colleges and pushes the boundaries of our understanding of these terms. The editors and contributing authors examine various student groups as well as give voice to the marginalization felt by a group of faculty. Topics include: Examining the concept of student marginalization through a framework based on Dewey's 1916 work, Democracy and Education; Experiences of Adult English as Second Language learners; Seeing the community college environment through the eyes of student athletes; Current research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) community college students and the need for more [research]; Student veterans; Underprepared college students; And community college faculty in correctional institutions. The volume concludes with key resources for anyone who works with or researches marginalized populations. The resources include sources for further reading, existing organizations serving various marginalized groups, and some possible funding opportunities.
Author: Lavanya Balachandran
Publisher: Routledge
ISBN: 0429638434
Category : Education
Languages : en
Pages : 166
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Book Description
Labouring to Learn examines academic mobility pathways among ethnic minority Tamil youths in public secondary schools and vocational institutions in Singapore. This book qualitatively examines the interactive effects of race and class on the educational performance of these youths through the lens of social capital. Despite their numerical majoritarian position within the Indian population in Singapore, the foreclosed access for Tamils to diverse class networks within the ethnic community as well as limited inter-ethnic interactions has historically truncated the means to resources and opportunities for social mobility. In schools, the narratives shared by Tamil boys and girls from the lower academic streams and economically disadvantaged backgrounds reveal that they typically experience exclusion on account of racial, economic and academic marginalisation in their everyday lives. Turning to bonding ties among peers and family members provides social support resources that offer some respite from marginalisation. On the flipside, articulations of resistance ensue among Tamil youths that tangibly take time away from learning, and run the danger of strengthening the cultural deficit rhetoric for mainstream society to explain the poor academic performance among ethnic minorities. This account of educational marginalisation amongst Singaporean Tamil youths contributes towards understanding social inequality in a non-liberal multicultural context where marginalisation is differentially experienced across ethnic minority groups and traced to broader socio-historical contexts of migration, assimilation and minority–majority relations. Furthermore, it also articulates the utility of a social capital framework in historically revealing how educational inequality emerged and continues to be sustained in a postcolonial context.
Author: Alganesh Messele
Publisher: Routledge
ISBN: 1000261786
Category : Education
Languages : en
Pages : 312
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Book Description
This book examines the extent to which British-born Black African youth have access to opportunities and support during their pre-school, primary school and secondary school years. Through the voice of British-born Black African youth, this book explores why and how some racial-ethnic and linguistic minority students fail academically while students from other linguistic minorities excel despite coming from similar socio-economic backgrounds. Drawing on interpretive-qualitative research analysis, the author demonstrates the racial dimension of social capital in education that challenges the traditional social capital theory, which recodes structural notions of racial inequality as primarily cultural, social, and human capital processes and interactions. In contrast to the focus on achievement gaps, the concept of opportunity gaps shows how and why language policies have shaped the educational experiences and outcomes of linguistic minority students. This book will be of interest to policy makers, practitioners and scholars of Multicultural Education, Black and African Diaspora Studies and Educational Sociology.
