Harvard Educational Review
  1. Spring 1997 Issue »

    A Social Capital Framework for Understanding the Socialization

    Ricardo D. Stanton-Salazar
    In this article, Ricardo Stanton-Salazar offers a network-analytic framework for understanding the socialization and schooling experiences of working-class racial minority youth. Unlike many previous writers who have examined the role of "significant others," he examines the role that relationships between youth and institutional agents, such as teachers and counselors, play in the greater multicultural context in which working-class minority youth must negotiate. Stanton-Salazar provides the conceptual foundations of a framework built around the concepts of social capital and institutional support. He concentrates on illuminating those institutional and ideological forces that he believes make access to social capital and institutional support within schools and other institutional settings so problematic for working-class minority children and adolescents. Stanton-Salazar also provides some clues as to how some working-class minority youth are able to manage their difficult participation in multiple worlds, how they develop cultural strategies for overcoming various obstacles, and how they manage to develop sustaining and supportive relationships with institutional agents.

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    Spring 1997 Issue

    Abstracts

    A Social Capital Framework for Understanding the Socialization
    Ricardo D. Stanton-Salazar
    Accountability and School Performance
    Implications from Restructuring Schools
    Fred M. Newmann, M. Bruce King, Mark Rigdon
    What's the Use of Theory?
    Gary Thomas
    Cognition, Complexity, and Teacher Education
    Brent Davis, Dennis J. Sumara
    Sex and the Teacher
    Should We Come Out in Class?
    Didi Khayatt

    Book Notes

    Growing Up African American in Catholic Schools
    Edited by Jacqueline Jordan Irvine and Michèle Foster

    The Jobless Future
    By Stanley Aronowitz and William DiFazio

    Learning as a Way of Being
    By Peter B. Vaill

    The Other Angels
    By Patricia L. Walsh

    Reversing Underachievement Among Gifted Black Students
    By Donna Y. Ford

    The Timetables of Women's History
    By Karen Greenspan

    Migrancy, Culture, Identity
    By Iain Chambers

    Pushing Boundaries
    By Olga A. Vasquez, Lucinda Pease-Alvarez, and Sheila M. Shannon

    Focus Group Interviews in Education and Psychology
    By Sharon Vaughn, Jeanne Shay, and Jane Sinagub

    The New Second Generation
    Edited by Alejandro Portes

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