When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic Achievement of African American and Latino Males

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Bridging the Pipeline: Increasing Underrepresented Students’ Preparation for College Through a Summer Bridge Program (2011, background): “…a significant majority of historically underrepresented students perform modestly, at best, on entrance exams, feel less confident in their ability to earn a college degree, and lack sufficient preparation for college-level work (e.g., Strayhorn, 2008b, 2008c, 2010a), thereby requiring remediation.”
Undergraduate Latina/o Students (2015, background): “Findings suggested that high school performance may be particularly important for Latino males, as achievement in mathematics and science during high school was shown by Strayhorn (2010) to be a strong predictor of college grades for Latinos among participants in the NELS (88/00).”
The Deadly Challenges of Raising African American Boys (2016, background): “…institutions, including schools (Eitle and Eitle 2004; Ferguson 2000; holland 2012; Morris 2005; Pascoe 2007; Pringle, Lyons, and Booker 2010; Strayhorn 2010), law enforcement (Brunson and Miller 2006; hagan, Shedd, and Payne 2005; Rios 2009), and employment (Bertrand and Mullainathan 2004;…”
Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity (2013, background): “Intersections between social class and other pertinent identities (e.g., race, gender) uniquely affect students’ experiences during college (Strayhorn, 2010).”