|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910461917203321 |
|
|
Autore |
Espinoza Roberta |
|
|
Titolo |
Working-class minority students' routes to higher education / / Roberta Espinoza |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
New York : , : Routledge, , 2012 |
|
|
|
|
|
|
|
ISBN |
|
1-283-64280-8 |
0-203-10576-1 |
1-136-25507-9 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (163 p.) |
|
|
|
|
|
|
Collana |
|
Routledge research in education ; ; 81 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Minorities - Education (Higher) - United States |
Working class - Education (Higher) - United States |
Universities and colleges - United States - Admission |
Educational equalization - United States |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references (p. [135]-143) and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Front Cover; Working-Class Minority Students' Routes to Higher Education; Copyright Page; Contents; List of Tables; Acknowledgments; 1 Introduction; 2 Theoretical Foundation: Educational Social and Cultural Capital; 3 Pivotal Moments that Produce Habitus Change; 4 Educational Outcomes of a Hybrid Working-/Middle-Class Habitus; 5 The Transformative Power of Educators; 6 Educator-Student Relationships that Shape College Aspirations and Academic Success; 7 Conclusion; References; Index |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
"While stories of working-class and minority students overcoming obstacles to attend and graduate from college tend to emphasize the individualistic and meritocratic aspect, this book - based in extensive empirical study of American high school classrooms, and in theories of social and cultural capital - examines the social relations that often underpin such successes, highlighting the significant formal and informal academic interventions by educators and other education professionals"-- |
|
|
|
|
|
|
|