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A critical social capital analysis o...

Prado, Jose Miranda.

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A critical social capital analysis of educational tracking in the west San Gabriel Valley.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A critical social capital analysis of educational tracking in the west San Gabriel Valley./
Author:	Prado, Jose Miranda.
Description:	283 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3606.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3233832
ISBN:	9780542874024

A critical social capital analysis of educational tracking in the west San Gabriel Valley.
Prado, Jose Miranda.

A critical social capital analysis of educational tracking in the west San Gabriel Valley. - 283 p.

Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3606.

Thesis (Ph.D.)--University of Southern California, 2006.

The uneven presence of Asians and Latinos in Valley High School's (VHS) Honors and Advanced Placement (AP) math and English courses and the uneven college eligibility rates of Asians and Latinos at VHS is driven by distinct social network involvement and advocacy. Through a set of qualitative research approaches where interview, observational and textual data are collected and interpreted, this research asks: How are decisions about which courses to take and which post-high school plans to make constructed by students and with them vis-a-vis the social networks in which they participate? Thus, I provide an account of network interaction among Chinese and Latino students at VHS.

ISBN: 9780542874024Subjects--Topical Terms:

626654
Education, Sociology of.

A critical social capital analysis of educational tracking in the west San Gabriel Valley.
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245 1 2 $a A critical social capital analysis of educational tracking in the west San Gabriel Valley.
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500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3606.
502 $a Thesis (Ph.D.)--University of Southern California, 2006.
520 $a The uneven presence of Asians and Latinos in Valley High School's (VHS) Honors and Advanced Placement (AP) math and English courses and the uneven college eligibility rates of Asians and Latinos at VHS is driven by distinct social network involvement and advocacy. Through a set of qualitative research approaches where interview, observational and textual data are collected and interpreted, this research asks: How are decisions about which courses to take and which post-high school plans to make constructed by students and with them vis-a-vis the social networks in which they participate? Thus, I provide an account of network interaction among Chinese and Latino students at VHS.
520 $a Three general questions shape the scope of the dissertation: (1) In which social networks are students involved and what is the advocacy and support that is provided within them? (2) How does the advocacy and support that students receive in these networks factor in their track placement and in their post-high school plans? And, (3) how is students' participation in their respective social networks impacted by material constraints and opportunities? Thus, I extend the range of sociological research (Bankston and Zhou 2002b; Brittain 2002; Coleman 1988; Moynihan 1965; Portes and Rumbaut 1996; Zhou 1997; Zhou 2002) whose focus on students' culture has provided initial and what I believe to be an incomplete ground for understanding various youth-based outcomes. Now, special attention is placed on the material parameters that have not been fully considered in studies of students' educational aspirations and pursuits. The analysis of student social network involvement is set within three domains: (1) parent/family networks, (2) school staff/other adult, and (3) peer/extracurricular networks. The significance of this study rests in its application of the critical network analysis (Stanton-Salazar 2001; Stanton-Salazar 1997) with which I expose the crisis in the schooling of Chicano and Latino students. Where historical forms of educational discrimination were blatant in the treatment of racial minorities, contemporary forms are less blatant though no less damaging. This dissertation presents and analyzes one such case.
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