Counterfeit Social Capital and Mexican-American Underachievement

By Robert Ream. 2003

147 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/650fd26811936a18700c9b131d568667b6b692da

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Citations in the corpus

Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital (2008, background): “Yet Bourdieu’s more critical insights into the many ways that social interaction not only facilitates but can also obstruct the exchangeability of various kinds of capital are beginning to capture the attention of education researchers (Fuller & Hannum, 2002; Noguera, 2003; Ream, 2003; Stanton-Salaz”
Student Engagement, Peer Social Capital, and School Dropout Among Mexican American and Non-Latino White Students (2008, background): “Be that as it may, the social capital that is embedded in relationship networks does not always work to the academic benefit of those who tap it (Portes and Landolt 1996; Ream 2003).”
More Girls Go to College: Exploring the Social and Academic Factors Behind the Female Postsecondary Advantage Among Hispanic and White Students (2010, background): “On the other hand, other studies find evidence that Hispanic youth are less likely to have academically productive and encouraging interactions with school personnel due to several factors, including language and cultural barriers, as well as a more subtle form of racism or patronization that comes ”
Involving Latino Parents With Mathematics Through Family Math Nights: A Review of the Literature (2009, background): “They are leading the way in developing partnerships that respect language and culture while acquiring the language of mathematics and learning mathematics, effectively communicating to parents, and making school systems and resources accessible to parents and students (Peña, 1999; Ream, 2003).”
When and Why Dropouts Leave High School (2006, background): “Specifically, Ream (2003) has demonstrated how deleterious these moves can be for Mexican American students who may lack the social ties necessary to buffer them from these moves.”
The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist (2015, background): “Consistent with previous studies and given the very nature of the community college system, it is often difficult for students to form close relationships with instructors and counselors (Ream, 2003).”