Ggap High School Curriculum

The article Whose Culture has Capital? Acritical Race Theory Discussion of Community Cultural Wealth, talks community cultural wealth as the critical race theory. Critical race theory changes the way we look as communities of color, instead of thinking of places full of cultural poverty disadvantages, it focusses on and learns from the range of cultural knowledge, skills, abilities and contacts possessed by socially disregarded groups that often go unrecognized and unacknowledged. There are various forms capital, including aspirational, navigational, social, linguistic, familial and resistant, these forms of capital focuses on what Students of Color bring with them from their homes and communities into the classroom.

Although the family is the primary field in which a child gains cultural capital, Bourdieu claimed that this becomes institutionalized in the education system. When evaluating educational capital, he explains that it is not simply a result of schooling, but states that “academic capital is in fact the guaranteed product of the combined effects of cultural transmission by the family ad cultural transmission by the school (the efficiency of which depends on the amount of cultural capital directly inherited from the family).” (Bourdieu, 1996, p. 23). In addition, Bourdieu pointed out that although schools claim to be meritocratic institutions that judge based on individual aptitudes, they are actually duplicating social stratification by basing rewards on cultural capital and hereditary privileges. In this way, the education system is unfair because it duplicates existing social

The number of diverse students entering and graduating from post-secondary institutions is increasing at rapid rates (Education Trust, 2015; Georgetown University Center, 2012). Between the years 2003 and 2013, 77% of public institutions improved graduation rates for underrepresented groups, including African-American, Hispanic, and Native American students (Education Trust, 2015). Despite this increase, there continues to be a graduation gap between underrepresented minority students and White students. Nationally, 42% percent of Black students that enter college will graduate while 62% of White students will graduate (The Journal of Blacks in Higher Education, 2005). There is a similar graduation gap for college students who are the first in their family to attend college, or first-generation students. Sixty percent of first generation students that enter college will attend college for six years without receiving a bachelor’s degree (Smith, 2012). Historically underrepresented students and first generation students face unique challenges and hardships that can make graduation difficult (Hunter, Laursen & Seymour, 2007; Jett, Curry, & Vernon-Jackson, 2016; Schwartz, 2012). High impact practices such as the Ronal McNair Post-Baccalaureate Achievement Program (McNair Program) are designed to increase historically disadvantages and first generation student learning and retention in college. An importance aspect of high impact programs such as the McNair

In a 2004 journal by Susan Auerbach, the concept of parental influence and support for Latina/o students is addressed. Auerbach shares that, “Research suggests the pivotal role of parents in promoting students’ college going” (Auerbach, p.127). It is no mystery that parents have great influence over their children, and when a parent is uneducated on how to best advise their child regarding higher education, they are unable to use this influence to encourage attendance. Auerbach states, “Families without a tradition of college going do not have sufficient knowledge to help their children navigate pathways to college” (Auerbach, p.140). According to the Latino Eligibility Study, the single most important barrier to college access for Latino students in California is lack of active knowledge of the steps needed to go to college (Gandara, 1998,2002). Parents of first generation students need tools that can aid in the child’s success and serve as a means of knowledge on what can be a challenging and confusing process. Another issue tied to parent involvement and understanding is that, “Poor and working class Latino families come to college preparation relatively late in students’ careers, with fewer resources and more obstacles” (Auerbach, p.136). The journal supports the idea that Latino/a parents are in need of early access to college preparation education in order to be able to challenge and support their

Bourdieu defines cultural capital as "the general background, knowledge, disposition, and skill that are passed from one generation to the next" (13), and he affirms that children from different classes inherit different cultural capital. Bourdieu suggests that the cultural capital that upper class children

The Hispanic/Latino community has been known to be underrepresented on college campuses, both at the community college and four-year university level. Factors such as low-income households, poor or harsh living conditions, under-educated parents, cultural and family commitments, and unfamiliarity with the college process, all serve as unfortunate barriers that keep Hispanic/Latino students from reaching the goal of attaining college degrees. Although these barriers keep many students from succeeding, many others overcome these obstacles and continue on their paths to creating a better future for themselves. They choose to look past the expectations that society has for them and break out of the stereotypical mold. However, Hispanic/Latino students face, yet, another challenge upon successfully making it on to a college campus... the challenge of graduating.

Getting first-generation students to college is only half the battle; the other half is keeping them there (petty,2014) Understanding the barriers of first generations is important so college and universities can be more mindful the difficulties student face. Being aware of related issues regarding the access resources and obstacles on achieving a college degree, can allow institutions to provide support programs to help minorities with the resources needed to complete their education. Information provided in this article is a step in the right direction as it offers a starting point for research investigating barriers beyond the cost of college for first-generation college students.

Cultural capital is different for each child. The relationships and resources between classes have profound affects on student outcomes and social mobility. When I began my research about the history of American education, I was still hypmotized by the individualistic idealism that is characterized in American culture. One of my favorite movies is Rocky Balboa, has long inspired me that anyone can make it in America with hard work ethic. I grew up with the idea that colorblindness was the appropriate way to consider society in general. My veil of ignorance is slowly being lifted as I continue to understand and learn about the communities that make up our world. If we are going to build relationships that support each other, then we have

Social and cultural capital are two very important factors for school success as these factors explain the differences in achievement gap. ¬According to Golash-Boza, social capital is “the relationships and networks that students have” and cultural capital is “the cultural resources a student has at his or her disposal” (Golash-Boza 225). For social capital, it is basically knowing someone who already has experience of accomplishment in education. It is important to know someone close to a student, such as parents or cousins, who already have experienced school success because the ones with experiences can help guide the student through the educational process. Already familiar with the educational process, they can serve as mentors to students by providing them with resources and information that are available to them. Social capital and cultural capital are advantageous supply that can be given to students, who are most often privileged. Yet, as a recent immigrant, first generation college student from a working class family without any other relatives living in the United States, I was not granted with this privilege. Unlike many other friends who had private tutoring and consulting sessions, I was left by myself to figure out what I had to do. It was not until I was in my 11th grade that I was behind in resources in college application preparation. I thought a few extracurricular activities and decent grade point average would be enough to go to college. Without much of

In 1990, Slavin reported that tracking had only a small impact on academic achievement. Later, in 2000 and 2006 researchers revealed that average learners had no change in knowledge gain but higher-track students showed academic improvement (Ansalone, 2010). While the research to support impressive gains in academic achievement fall short, studies abound with statistics on the negative educational progress the high and low-tracking of students has generated. Throughout the 1980’s and 1990’s Hallinan found that standardized test scores were significantly lower for students tracked into low-ability classes than if they had been placed in inclusive or high-ability groups (Rubin, 2006). Furthermore, a startling 1987 report by Gamoran showed the educational gap between high and low-track students was greater than the gap between high school dropouts and high school

Individual and families possess cultural capital and through investments and socialisation, they transmit, or pass this on to their children (7, p. 179). Bourdien emphasises that schooling is a social institution, where curriculum should be thought of as cultural capital (12, pp 4-5). Bourdien expresses three states of cultural states: embodied, that includes linguistic competence, mannerisms and cultural knowledge, objectified, that has cultural goods, pictures, books, etc, and institutionalised with educational credentials and social reproduction could be promoted in all three states (7, p.179). Symbolic capital is created by cultural capital that is acquired through formal process of institutionalised state, education and credentialing (12, p.4) students could proceed to further education and jobs by making a down- payment from the cash retrieved from the right symbolic capital (12, p.4). The children who possess by moral excellence, an awareness of who they are and where they came from, some of the cultural capital and most successful, and they acquire more through the game of schooling (12,

In the first place, family social capital can affect children’s socialization process, mainly through recognition, reinforcement and retention of cultural capital. Higher class parents are more likely to mobilized interactions with teachers, students and other parents, in which children are socialized into certain norms of education (Lin, 1982, 1990, as cited in Wu, 2007). Lin holds that, middle class children perceive the urge to be conscientious in school work and to gain access to high status HEI through interactions

Education most definitely does tie in with cultural capital in accordance with the French sociologist Bourdieu and other reputable pioneers of Sociology such as Brown (1973) and Gintis (1976). They believe that education is an agent of cultural reproduction as they have all come to an agreement that it is the “stratification of school knowledge that reproduces inequalities in ‘cultural capital’” (Arthur and Davies, 2010, p.62). Bourdieu believes that the education system and other social institutions actually recycle the inequalities and disadvantages that are initially caused by structural reproduction. Consequently, the process of cultural reproduction favours individuals who come from a higher class background, not just through what is taught in the curriculum but also through the ‘hidden curriculum’ which consists of values, attitudes and language as I have previously mentioned before (Arthur and Davies,

How does cultural capital and educational gaps affect social mobility? This paper will briefly present the idea of cultural capital and American educational gaps by comparing research of studies about the smartest kids in the world. United States has long claimed that every child has an equal right to an education no matter what their race, ethnic background, religion or sex or whether they are rich or poor, citizen or non-citizen, (ed.gov). While high school dropout rates have steadily decreased for all races since 1997, the drop out rates for 16-24 years in college has steadily increased 70% whites, more than 50% for blacks and more than 60% for Hispanics in 2007, (Standford.edu, 2009). In 2014, the employment rate for 20 to 64 years with

Cultural capital is an idea that was used by Bordieu to contribute to his explanation of inequality in social settings (Zepke & Leach, 2007). It comprises the “norms, values and practices of a society” (Zepke & Leach, 2007, p.657). “Cultural capital includes cultural resources and activities that are expressed in the relationships between parents and children” (Tramonte & Willms, 2010, p.203). This results in cultural capital being different in different social settings. This can create inequality because of the difference in values, knowledge and skills that individuals can bring to a certain environment. One issue can be the conflict between teacher and student because of their cultural capital and can result in unequal educational outcomes because the cultural capital of others is valued higher than other students.