東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Demystifying the higher education sy...

Smith, Buffy.

FindBook

Google Book

Amazon

博客來

Demystifying the higher education system: Rethinking academic cultural capital, social capital, and the academic mentoring process (Pierre Bourdieu).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Demystifying the higher education system: Rethinking academic cultural capital, social capital, and the academic mentoring process (Pierre Bourdieu)./
作者:	Smith, Buffy.
面頁冊數:	181 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1314.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3128072
ISBN:	0496753354

Demystifying the higher education system: Rethinking academic cultural capital, social capital, and the academic mentoring process (Pierre Bourdieu).
Smith, Buffy.

Demystifying the higher education system: Rethinking academic cultural capital, social capital, and the academic mentoring process (Pierre Bourdieu). - 181 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1314.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2004.

This dissertation addresses the persistent problem of de facto academic cultural segregation within higher education. Today, many students of color and White students attend the same colleges and universities, yet they do not have equal access to the hidden curriculum, that is, the unwritten and unspoken norms, values, and expectations of the institution. Providing students access to the hidden curriculum is crucial for helping students improve their ability and performance in the formal curriculum. In order to address this problem, I examine how formal academic mentoring relationships influence the quality and types of institutionalized academic cultural capital (e.g., students learning the "appropriate" ways to discuss their grades with professors) that is transmitted from mentors to mentees.

ISBN: 0496753354Subjects--Topical Terms:

626654
Education, Sociology of.

Demystifying the higher education system: Rethinking academic cultural capital, social capital, and the academic mentoring process (Pierre Bourdieu).
LDR:03154nmm 2200301 4500 001 1840315
005 20050721102957.5
008 130614s2004 eng d
020 $a 0496753354
035 $a (UnM)AAI3128072
035 $a AAI3128072
040 $a UnM $c UnM
100 1 $a Smith, Buffy. $3 1928655
245 1 0 $a Demystifying the higher education system: Rethinking academic cultural capital, social capital, and the academic mentoring process (Pierre Bourdieu).
300 $a 181 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1314.
500 $a Supervisor: Gary Sandefur.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2004.
520 $a This dissertation addresses the persistent problem of de facto academic cultural segregation within higher education. Today, many students of color and White students attend the same colleges and universities, yet they do not have equal access to the hidden curriculum, that is, the unwritten and unspoken norms, values, and expectations of the institution. Providing students access to the hidden curriculum is crucial for helping students improve their ability and performance in the formal curriculum. In order to address this problem, I examine how formal academic mentoring relationships influence the quality and types of institutionalized academic cultural capital (e.g., students learning the "appropriate" ways to discuss their grades with professors) that is transmitted from mentors to mentees.
520 $a I construct a new academic mentoring model based on Pierre Bourdieu's notion of institutionalized cultural capital and social capital and educational theorists' concepts of mentoring and the hidden curriculum. The four stages of this model are advising, advocacy, apprenticeship and surrogate parenthood. Data for this analysis are drawn from in-depth interviews with twelve undergraduate mentees and eight administrators and faculty mentors who participated in traditional mentor programs at the University of Wisconsin-Madison. The major findings of the study are the following: (1) Students have to have a level of competency in both the hidden and formal curricula; (2) Mentees within the same mentor program have differential access to institutionalized academic cultural capital; (3) There is a hierarchy of skill sets and knowledge bases that are associated with the domain of the hidden curriculum; and (4) Mentors and mentees tend to remain at the advising stage and mentors transmit low-levels of academic cultural capital to their mentees at every stage. The findings indicate that academic mentor programs should be restructured to include a standard academic mentoring curriculum which would improve the quality and types of institutionalized academic cultural capital that is transmitted to all students within the program.
590 $a School code: 0262.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Higher. $3 543175
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0340
690 $a 0745
690 $a 0631
710 2 0 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 65-04A.
790 1 0 $a Sandefur, Gary, $e advisor
790 $a 0262
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3128072