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The importance of culture: How colle...
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Arias, Robert J.
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The importance of culture: How college preparatory programs utilize cultural and social capital with low-income minority youth.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The importance of culture: How college preparatory programs utilize cultural and social capital with low-income minority youth./
作者:
Arias, Robert J.
面頁冊數:
124 p.
附註:
Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3767.
Contained By:
Dissertation Abstracts International67-10A.
標題:
Education, Guidance and Counseling. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3237753
ISBN:
9780542924170
The importance of culture: How college preparatory programs utilize cultural and social capital with low-income minority youth.
Arias, Robert J.
The importance of culture: How college preparatory programs utilize cultural and social capital with low-income minority youth.
- 124 p.
Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3767.
Thesis (Ed.D.)--University of Southern California, 2006.
The purpose of this study is to examine how college preparatory programs serving low-income minority youth utilize cultural and social capital in order to increase college entrance and completion by examining the interplay between cultural and social capital as it is incorporated into the curriculum of the Upward Bound Program at the University of Southern California. This qualitative study utilized a total of 24 students, three teachers, and two administrators employing self-created protocols.
ISBN: 9780542924170Subjects--Topical Terms:
1017740
Education, Guidance and Counseling.
The importance of culture: How college preparatory programs utilize cultural and social capital with low-income minority youth.
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The purpose of this study is to examine how college preparatory programs serving low-income minority youth utilize cultural and social capital in order to increase college entrance and completion by examining the interplay between cultural and social capital as it is incorporated into the curriculum of the Upward Bound Program at the University of Southern California. This qualitative study utilized a total of 24 students, three teachers, and two administrators employing self-created protocols.
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Findings suggest that program staff deliberately provide opportunities for students to engage in activities that impart cultural capital and act as a critical source of social capital by providing students and parents important college information and intervening on their behalf. Additionally, program administrators do not deliberately develop curriculum targeting cultural capital, however, individual teachers instinctively embed culture into instruction. College preparatory programs interested in deliberately integrating culture into curriculum and instruction should examine how the individual components of the program can utilize culture to enhance the unique strengths possessed by students' culture.
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