Validating Social and Cultural Capital of Hyperghettoized At-Risk Students

Bibliographic Data

ID9728643
AuthorsMuhammad Khalifa (0000-0002-3100-9353, The University of Texas at San Antonio, corresponding author)
Year2010
Volume42
Issue5
Pages620-646
Publication date2010-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124510366225
OpenAlexW2124544456
LanguageEN
Citations received15
References cited39

This study investigated how school leaders recognize and validate cultural and social capital of hyperghettoized at-risk students. Two primary research questions drove this research: (1) Did traditional school leaders recognize the social and cultural capital of at-risk, African American students? (2) How did an effective school leader validate the cultural and social capital of at-risk African American students. The findings indicated that traditional school leaders did not validate, or even accommodate, the social and cultural capital of hyperghettoized students. However, the school leader highlighted in this study was able to validate the capital of what became very academically and socially successful hyperghettoized students. Findings also highlighted the implications of how school principals may lead in a socially just manner as they attempt to value children equitably

At-risk students · Capital (architecture · Cultural capital · Economic capital · Economic growth · Economics · Human capital · Individual capital · Pedagogy · Political science · Public relations · Social capital · Social reproduction · Social science · Sociology · Value (mathematics · Critical Race Theory in Education · Psychology · School Choice and Performance · Social Psychology · Urban, Neighborhood, and Segregation Studies

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