Cultural Resources and School Success: Gender, Ethnicity, and Poverty Groups within an Urban School District

摘要: This paper tests a cultural resources/social interaction model of gatekeeping by school teachers using data for seventhand eighth-grade students in city district. Where previous investigations "cultural capital" have focused on the rewards accruing to highbrow music and arts activities, we examine informal academic standards which reward more general skills, habits, styles. The result is recursive causal including following blocks variables: (a) student teacher background characteristics, (b) basic absenteeism, judgments work disruptiveness, appearance; (c) coursework mastery; (d) course grades. fits quite well, almost completely accounts course-grade differentials observed gender, ethnicity, poverty groups. most important predictor variable teacher's judgment followed cognitive performance both skills mastery. results suggest that standard (Wisconsin) status attainment be modified include culturallsocial-interactional-based measures individual gatekeeper behaviors perceptions.