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010   $a3-319-50633-1
024 7 $a10.1007/978-3-319-50633-3
035   $a(CKB)3710000001124770
035   $a(DE-He213)978-3-319-50633-3
035   $a(MiAaPQ)EBC4828374
035   $a(EXLCZ)993710000001124770
100   $a20170322d2017      u|             0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aExperiences of Women of Color in an Elite US Public School$b[electronic resource] /$fby Catherine Simpson Bueker
205   $a1st ed. 2017.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2017.
215   $a1 online resource (XIII, 216 p. 3 illus.) 
311   $a3-319-50632-3 
320   $aIncludes bibliographical references and index.
327   $aChapter 1. The World of Mayfair -- Chapter 2. Two-Ness and Liminality in Mayfair -- Chapter 3. The Making of Community -- Chapter 4. Athletes and Boundary Breakers -- Chapter 5. Bridge Builders and Cultural Guides -- Chapter 6. The Acquisition of Cultural Capital -- Chapter 7. Race, Place, and the Power of Interactions. .
330   $aThis study explores the experiences of women of color who attended an elite, predominantly white public high school in the Northeastern United States through one of three points of entry: as town residents attending their local high school, or as commuter or boarding students via two distinct voluntary racial desegregation programs. Women in all three groups experience feelings of marginalization and stigma. At the same time, many also discuss the benefits of having lived in or attended school in this environment. Women developed strong internal bonds within and across their respective groups, some were able to racially diversify social networks and increase access to new forms of social capital through both their own initiatives and efforts on the part of adults in the school and community, and many also discuss the acquisition of elite forms of cultural capital that have served them into adulthood. Even with these general trends, point of access clearly mediates the experience, with geographic and symbolic boundaries varying by group. .
606   $aEducational sociology
606   $aChild development
606   $aGender identity in education
606   $aEthnicity
606   $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O29000
606   $aEarly Childhood Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O37000
606   $aGender and Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O45000
606   $aEthnicity Studies$3https://scigraph.springernature.com/ontologies/product-market-codes/X22180
615  0$aEducational sociology.
615  0$aChild development.
615  0$aGender identity in education.
615  0$aEthnicity.
615 14$aSociology of Education.
615 24$aEarly Childhood Education.
615 24$aGender and Education.
615 24$aEthnicity Studies.
676   $a306.43
700   $aSimpson Bueker$b Catherine$4aut$4http://id.loc.gov/vocabulary/relators/aut$01064125
906   $aBOOK
912   $a9910255119303321
996   $aExperiences of Women of Color in an Elite US Public School$92536568
997   $aUNINA