Bedelia Nicola Richards
Biographic Data
| ID | 168541 |
|---|---|
| NAME | Bedelia Nicola Richards |
| GIVEN NAMES | Bedelia Nicola |
| FAMILY NAME | Richards |
| SIGNATURE | RICHARDS B N |
| AFFILIATIONS | University of Richmond |
| ORCID | 0000-0003-4707-8879 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 61 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Derron Wallace, The Culture Trap
What's Race Got to Do With It? Disrupting Whiteness in Cultural Capital Research
In this essay, we argue that Whiteness is intrinsic to Bourdieu's concept of cultural capital, yet it remains unmarked within U.S.-based sociology of education research. As a result, these studies treat race as a tangential issue as opposed to a structure that is foundational to how society is organized and functions. We disrupt this unmarked relationship between Whiteness and cultural capital by (1) reviewing Bourdieu's work on race, class, and …
Help-Seeking Behaviors as Cultural Capital
This article argues that educational institutions can transmit cultural capital in the form of help-seeking dispositions (feeling empowered to ask for and receive help) and specialized knowledge (information about how to gain access to resources) that can positively impact students' academic outcomes. Additionally, this article questions the perception that educational institutions function primarily as agents of social reproduction, by showing t…
When class is colorblind
Sociologists of education frequently draw on the cultural capital framework to explore the ways in which educational institutions perpetuate inequality in schools and the larger society. However, these studies adhere to a white centered “class‐based master‐narrative,” to legitimize and perpetuate the assumption that racial differences are secondary manifestations of class‐based structures. The class‐based master‐narrative elevates a one‐dimension…
Clearing the Path for First-Generation College Students
"This collection explores social processes and meanings germane to the educational mobility of first-generation college students before and during their matriculation into higher education. The contributing scholars examine dynamics, policies, practices, and programs that inform college access and persistence for first generation students"
Tracking and Racialization in Schools
The tracking literature examines how academic hierarchies contribute to race and class differences in academic achievement, but it pays scant attention to how school structures also influence students' racial and ethnic identities. Relatedly, race/ethnicity and immigration scholars focus on how schools serve as sites for observing the social construction of racial and ethnic identities but do not account for how school structures actively shape t…
Ethnic identity on display
The black immigrant population in New York City has grown exponentially since 1990, such that West Indians now compose the majority of the black population in several neighbourhoods. This article examines how this ethnic density manifests among youth in high school, and how it has influenced ethnic identity formation among second-generation West Indians. My findings are based on twenty-four interviews and eight months of participant observation i…
When class is colorblind
Sociologists of education frequently draw on the cultural capital framework to explore the ways in which educational institutions perpetuate inequality in schools and the larger society. However, these studies adhere to a white centered “class‐based master‐narrative,” to legitimize and perpetuate the assumption that racial differences are secondary manifestations of class‐based structures. The class‐based master‐narrative elevates a one‐dimension…
Ethnic identity on display
The black immigrant population in New York City has grown exponentially since 1990, such that West Indians now compose the majority of the black population in several neighbourhoods. This article examines how this ethnic density manifests among youth in high school, and how it has influenced ethnic identity formation among second-generation West Indians. My findings are based on twenty-four interviews and eight months of participant observation i…
What's Race Got to Do With It? Disrupting Whiteness in Cultural Capital Research
In this essay, we argue that Whiteness is intrinsic to Bourdieu's concept of cultural capital, yet it remains unmarked within U.S.-based sociology of education research. As a result, these studies treat race as a tangential issue as opposed to a structure that is foundational to how society is organized and functions. We disrupt this unmarked relationship between Whiteness and cultural capital by (1) reviewing Bourdieu's work on race, class, and …
Help-Seeking Behaviors as Cultural Capital
This article argues that educational institutions can transmit cultural capital in the form of help-seeking dispositions (feeling empowered to ask for and receive help) and specialized knowledge (information about how to gain access to resources) that can positively impact students' academic outcomes. Additionally, this article questions the perception that educational institutions function primarily as agents of social reproduction, by showing t…
Tracking and Racialization in Schools
The tracking literature examines how academic hierarchies contribute to race and class differences in academic achievement, but it pays scant attention to how school structures also influence students' racial and ethnic identities. Relatedly, race/ethnicity and immigration scholars focus on how schools serve as sites for observing the social construction of racial and ethnic identities but do not account for how school structures actively shape t…
Ethnic identity on display
The black immigrant population in New York City has grown exponentially since 1990, such that West Indians now compose the majority of the black population in several neighbourhoods. This article examines how this ethnic density manifests among youth in high school, and how it has influenced ethnic identity formation among second-generation West Indians. My findings are based on twenty-four interviews and eight months of participant observation i…
Tracking and Racialization in Schools
The tracking literature examines how academic hierarchies contribute to race and class differences in academic achievement, but it pays scant attention to how school structures also influence students' racial and ethnic identities. Relatedly, race/ethnicity and immigration scholars focus on how schools serve as sites for observing the social construction of racial and ethnic identities but do not account for how school structures actively shape t…
Clearing the Path for First-Generation College Students
"This collection explores social processes and meanings germane to the educational mobility of first-generation college students before and during their matriculation into higher education. The contributing scholars examine dynamics, policies, practices, and programs that inform college access and persistence for first generation students"
When class is colorblind
Sociologists of education frequently draw on the cultural capital framework to explore the ways in which educational institutions perpetuate inequality in schools and the larger society. However, these studies adhere to a white centered “class‐based master‐narrative,” to legitimize and perpetuate the assumption that racial differences are secondary manifestations of class‐based structures. The class‐based master‐narrative elevates a one‐dimension…
Help-Seeking Behaviors as Cultural Capital
This article argues that educational institutions can transmit cultural capital in the form of help-seeking dispositions (feeling empowered to ask for and receive help) and specialized knowledge (information about how to gain access to resources) that can positively impact students' academic outcomes. Additionally, this article questions the perception that educational institutions function primarily as agents of social reproduction, by showing t…
What's Race Got to Do With It? Disrupting Whiteness in Cultural Capital Research
In this essay, we argue that Whiteness is intrinsic to Bourdieu's concept of cultural capital, yet it remains unmarked within U.S.-based sociology of education research. As a result, these studies treat race as a tangential issue as opposed to a structure that is foundational to how society is organized and functions. We disrupt this unmarked relationship between Whiteness and cultural capital by (1) reviewing Bourdieu's work on race, class, and …
Derron Wallace, The Culture Trap
Sociology (7 works) · Gender Studies (6 works) · Critical Race Theory in Education (4 works) · Gender Studies (4 works) · Political science (4 works) · Social science (4 works) · Anthropology (3 works) · Cultural capital (3 works) · Ethnic group (3 works) · Psychology (3 works)