The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
A Social Capital Framework for Understanding the Socialization of Racial Minority Children and Youths
Abstract
In this article, Ricardo Stanton-Salzar 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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Citations
Cites
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Beyond the Methods Fetish: Toward a Humanizing Pedagogy
Bartolomé, L. (1994) · Harvard Educational Review · doi:10.17763/haer.64.2.58q5m5744t325730 · Cited by 1,009
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Ceja, M. (2006) · Journal of College Student Development · doi:10.1353/csd.2006.0003 · Cited by 278
Hardaway, C. R., & McLoyd, V. C. (2009) · Journal of Youth and Adolescence · doi:10.1007/s10964-008-9354-z · Cited by 213
Saleem, F. T., Anderson, R. E., & Williams, M. (2020) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-019-00304-1 · Cited by 210
“Such conflict may prove challenging in helping older adolescents from a parental standpoint, however, older siblings, extended family, and natural mentors within the community may assist to fill this gap (Stanton-Salazar 1997).”
BackgroundJi, Y. G., Hwangbo, H., Yi, J. S., Rau, P. L. P., Fang, X., & Ling, C. (2010) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2010.516727 · Cited by 175
Strayhorn, T. (2008) · doi:10.1177/1538192708320474 · Cited by 170
Making College Happen: The College Experiences of First-Generation Latino Students
Saunders, M., & Serna, I. (2004) · Journal of Hispanic Higher Education · doi:10.1177/1538192703262515 · Cited by 141
Hurtado, S., Eagan, M. K., Cabrera, N. L., Lin, M. H., Park, J., & Lopez, M. (2008) · Research in Higher Education · doi:10.1007/s11162-007-9068-1 · Cited by 132
Learner Identity Amid Figured Worlds: Constructing (In)competence at an Urban High School
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Rubin, B. C. (2003) · American Educational Research Journal · doi:10.3102/00028312040002539 · Cited by 80
Van Houtte, M., & Van Maele, D. (2012) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811211400706 · Cited by 75
Transitioning to college: Experiences of successful first-generation college students
Ricks, J. R., & Warren, J. M. (2021) · Journal of Educational Research and Practice · doi:10.5590/jerap.2021.11.1.01 · Cited by 72
“Differences in the quality and quantity of social networks that students can access may explain differences in academic engagement and persistence in college (Demetriou et al., 2017; Frazier, 2020; Stanton-Salazar, 1997).”
BackgroundChan, H.-Y., & Wang, X. (2018) · Research in Higher Education · doi:10.1007/s11162-017-9485-8 · Cited by 32
Dougherty, K. J. (2024) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/01614681241240287 · Cited by 6
Metadata
- Authors
- Stanton-Salazar, R.
- Venue
- Harvard Educational Review
- Publisher
- Harvard Education Publishing Group
- Published
- 1997-01-01
- Volume
- 67
- Issue
- 1
- Pages
- 1-41
- ISSN
- 0017-8055 (ISSN-L)
- 1943-5045
- OpenAlex
- W1597328334
- Cited by
- 1,137
- References
- 2
- FWCI
- 71.83
- Type
- journal article
- Language
- en
- Open access
- closed
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