The Role of Habitus and Cultural Capital in Choosing a College, Transitioning From High School to Higher Education, and Persisting in College Among Minority and Nonminority Students

By Amaury Nora. 2004

299 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/7e3e768a863f2a3e279f555a43f4feb7a9746ace

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Citations in the corpus

Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge (2011, background): “Third, studies of social and cultural capital (Nora, 2004; Perna and Titus, 2005) have claimed that deficiencies in access to mainstream ties and institutions explain the persistent low educational attainment among working-class students.”
The Impact of Developmental Education on Community College Persistence and Vertical Transfer (2014, methodology): “Variables were drawn from the community college transfer model (Crisp & Nuñez, in press), which was developed from Nora’s student/institution engagement model (2004) and empirical findings specific to vertical transfer (e.”
STUDYING COLLEGE ACCESS AND CHOICE: A PROPOSED CONCEPTUAL MODEL (2006, background): “Students prefer to attend colleges and universities with particular characteristics, especially characteristics that are consistent with their personal and social identities and needs for personal acceptance and institutional support (Nora, 2004).”
Understanding the Racial Transfer Gap: Modeling Underrepresented Minority and Nonminority Students’ Pathways from Two-to Four-Year Institutions (2014, background): “Several environmental pull factors (Nora, 2004) have also been shown to negatively impact community college transfer including dependency status (Anderson, Alfonso, & Sun, 2006), having a spouse and/or children (Dougherty & Kienzl, 2006; Roksa, 2006; Wang, 2012) and work commit ments (Anderson, Alf”
Roles of Gender, Race, and SES in the College Choice Process Among First-Generation and Nonfirst-Generation Students (2008, methodology): “These students, regardless of their academic ability, achievement, and expectations, are more likely to choose less selective institutions and demonstrate greater sensitivity to institutional factors such as size and location (Kim, 2004) as well as individual perceptions such as perceived comfort on”