"Alignment-Plus": Alignment with Schooling Requirements and Cultural-Bridging among Indigenous Middle-Class Parents.
TL;DR: For many Indigenous parents in Canada legacies of residential schooling have been re-traumatized by residential schooling, and positive and trusting family/school relationships support academic achievement as discussed by the authors.
Abstract: Education research demonstrates that positive and trusting family/school relationships support academic achievement but for many Indigenous parents in Canada legacies of residential schooling have ...
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15 Aug 2006
351 citations
TL;DR: The Colour of Class involves a study of the Black middle-class in Britain this paper, which draws upon interviews with 62 Black Caribbean participants in middle class occupatio cation in the UK.
Abstract: The Colour of Class involves a study of the Black middle-class in Britain. With regards to methods, the research draws upon interviews with 62 Black Caribbean participants in middle-class occupatio...
54 citations
TL;DR: The second edition of Unequal Childhoods as mentioned in this paper was released in 2011, adding more than 100 pages of new material, including a detailed qualitative panel study of sorts, documenting life trajectories of the twelve children and the larger patterns their stories illuminate.
Abstract: Annette Lareau, Unequal Childhoods: Class, Race, and Family Life, Second Edition with an Update a Decade Later. Berkeley: University of California Press, 2011, 480 pp. $US 24.95 paper (978-0-520-27142-5) The second edition of Annette Lareau's award-winning Unequal Childhoods: Class, Race and Family Life was released in 2011, adding more than 100 pages of new material. At its heart, the second edition tells two stories--one empirical, and the other a cautionary tale of qualitative methods. In the first edition of Unequal Childhoods, Lareau demonstrated that working-class and poor families enacted the "Accomplishment of Natural Growth." Their children participated in few, if any organized leisure activities, and had extensive interactions with kin. Parents used directives in speaking to children, and saw a clear boundary between the activities of adults and children. Regardless of race, working-class and poor parents did not tend to intervene with institutions on their children's behalf. In contrast, middle-class parents supported "Concerted Cultivation," developing children's talents through organized leisure activities and lessons, eliciting children's thoughts, and actively intervening in institutional settings. Lareau began her data collection for Unequal Childhoods in 1989, intensively observing twelve families between 1993 and 1995. The passage of time takes nothing away from this new edition, nor does it mitigate the impact or resonance of its findings. The book's lasting contribution is Lareau's conclusion that the childrearing patterns persist over time. Unlike in the 1990s, when she interviewed schoolteachers and other relevant adults, Lareau was unable to triangulate her family interviews with other data, and did not complement her interviews with intensive visits, naturalistic observations, nor interviews with employers, college professors, or others. For the second edition, she conducted 2-hour interviews with each of the 12 young adults (6 white, 5 African-American, 1 biracial), and usually interviewed at least one parent and a sibling. The follow-up interviews with the twelve original children tell the most important story of the second edition: how their lives unfolded from the age of nine or ten. Lareau offers a detailed qualitative panel study of sorts, documenting life trajectories of the twelve children--now aged 19-21--and the larger patterns their stories illuminate. Lareau questioned whether the class-based differences in childrearing she witnessed when the children were younger persisted into adulthood. The answer is a resounding "yes." Some of these youth struggled--academically and otherwise--to graduate from high school, as four of the eight working-class and poor students dropped out. Others, with talent and determination to attend college, were not able to make the transition. Working-class and poor parents desperately wanted their children to attend college, but lacked the resources, connections, and know-how to effectively help their children with the labyrinthine American college application process. Despite their and their parents' hopes for college attendance, only one of the eight working class or poor youth persisted as a college student. Six are living with family members and working full-time in a variety of jobs, with one working-class girl married and a full-time homemaker. Three out of the four middle-class children studied graduated from high school, and are attending Ivy League colleges. The remaining student, Melanie Handlon, whose academic struggles were chronicled in the first edition of Unequal Childhoods ultimately abandoned community college for cosmetology school, leaving her parents disappointed, and her mother wishing she had intervened more in Melanie's schooling. The second edition of Unequal Childhoods is a testament to the lasting effect of parents' intervention in institutional settings. Middle-class parents took it upon themselves to actively manage and monitor their children's transition from high school to college. …
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07 Jan 2019
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References
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Book•
05 Mar 2009TL;DR: This chapter discusses writing Analytic Memos About Narrative and Visual Data and exercises for Coding and Qualitative Data Analytic Skill Development.
Abstract: An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index
22,890 citations
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01 Jan 2011
TL;DR: The notion of capital is a force inscribed in objective or subjective structures, but it is also a lex insita, the principle underlying the immanent regularities of the social world as mentioned in this paper, which is what makes the games of society, not least the economic game, something other than simple simple games of chance offering at every moment the possibility of a miracle.
Abstract: The social world is accumulated history, and if it is not to be reduced to a discontinuous series of instantaneous mechanical equilibria between agents who are treated as interchangeable particles, one must reintroduce into it the notion of capital and with it, accumulation and all its effects. Capital is accumulated labor (in its materialized form or its ‘incorporated,’ embodied form) which, when appropriated on a private, i.e., exclusive, basis by agents or groups of agents, enables them to appropriate social energy in the form of reified or living labor. It is a vis insita, a force inscribed in objective or subjective structures, but it is also a lex insita, the principle underlying the immanent regularities of the social world. It is what makes the games of society – not least, the economic game – something other than simple games of chance offering at every moment the possibility of a miracle. Roulette, which holds out the opportunity of winning a lot of money in a short space of time, and therefore of changing one’s social status quasi-instantaneously, and in which the winning of the previous spin of the wheel can be staked and lost at every new spin, gives a fairly accurate image of this imaginary universe of perfect competition or perfect equality of opportunity, a world without inertia, without accumulation, without heredity or acquired properties, in which every moment is perfectly independent of the previous one, every soldier has a marshal’s baton in his knapsack, and every prize can be attained, instantaneously, by everyone, so that at each moment anyone can become anything. Capital, which, in its objectified or embodied forms, takes time to accumulate and which, as a potential capacity to produce profits and to reproduce itself in identical or expanded form, contains a tendency to persist in its being, is a force inscribed in the objectivity of things so that everything is not equally possible or impossible. And the structure of the distribution of the different types and subtypes of capital at a given moment in time represents the immanent structure of the social world, i.e. , the set of constraints, inscribed in the very reality of that world, which govern its functioning in a durable way, determining the chances of success for practices.
21,046 citations
""Alignment-Plus": Alignment with Sc..." refers background or methods in this paper
...This paper is informed by Pierre Bourdieu’s analysis of cultural capital and its relationships with other (economic and social) forms of capital that shape family/school connections and academic success (Bourdieu 1998; Bourdieu and Passeron 1977; Lareau 2011)....
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...children/families who, in turn, are advantaged by their familiarity with the types of cultural capital and practices valued by schools (Bourdieu 1998)....
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...Whereas minority students encounter forms of dislocation between home and school environments reflecting the ‘symbolic violence’ (Bourdieu 1998) that places them in a catch-up position, they are also equipped with cultural knowledge and community supports that create possibilities for repositioning…...
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...Education systems contribute to social reproduction by reflecting the tastes and predispositions of privileged children/families who, in turn, are advantaged by their familiarity with the types of cultural capital and practices valued by schools (Bourdieu 1998)....
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...Whereas minority students encounter forms of dislocation between home and school environments reflecting the ‘symbolic violence’ (Bourdieu 1998) that places them in a catch-up position, they are also equipped with cultural knowledge and community supports that create possibilities for repositioning schools in ways that provide validation for diverse knowledge systems and relationships (Collins 2009; Jacob 2017)....
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Book•
01 Jan 1970
TL;DR: The Second Edition of Bourdieu's Theory of Symbolic VIOLENCE as discussed by the authors is a collection of essays about the foundation of a theory of symbolic violence and its application in higher education.
Abstract: Preface to the Second Edition - Pierre Bourdieu Foreword - Tom Bottomore PART ONE: FOUNDATIONS OF A THEORY OF SYMBOLIC VIOLENCE PART TWO: KEEPING ORDER Cultural Capital and Pedagogic Communication The Literate Tradition and Social Conservation Exclusion and Selection Dependence through Independence Appendix The Changing Structure of Higher Education Opportunities Redistribution or Translation?
9,637 citations
TL;DR: Hart and Risley the authors, 1995, the authors ) discuss the effects of gender stereotypes on women's reproductive health and sexual health, and propose a method to improve women's health.
Abstract: by Betty Hart, Todd R. Risley, Baltimore: Brookes, 1995 268 pages
4,568 citations
TL;DR: The question of genocide is never far from discussions of settler colonialism Land is life or, at least, land is necessary for life Thus contests for land can be—indeed, often are—contests for war crimes as mentioned in this paper.
Abstract: The question of genocide is never far from discussions of settler colonialism Land is life—or, at least, land is necessary for life Thus contests for land can be—indeed, often are—contests for li
3,214 citations
""Alignment-Plus": Alignment with Sc..." refers background in this paper
...We extend this analysis in the case of Indigenous schooling by highlighting the significance of Bourdieu’s (1998) concept of symbolic violence for the constitution of institutional structures within settler colonial societies (Wolfe 2006; Wotherspoon and Hansen 2013)....
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