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oai:www.ideals.illinois.edu:2142/79717 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Trent, William T. Bartee, RoSusan DorNiece 2015-09-25T19:53:09Z 2015-09-25T19:53:09Z 10000-01-01 2003 2003 The transfer of cultural, social, and symbolic capital shapes the educational processes and influences the educational outcomes of African-American students in desegregated environments. The stratified nature of capital fosters hierarchical dynamics between those who do and those who do not possess or subscribe to forms of capital that are considered 'legitimate' in schools. The ways in which African-American students navigate the political and social contexts of school settings determine their matriculation through the academic pipeline. Made available in DSpace on 2015-09-25T19:53:09Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3086010.pdf: 15710954 bytes, checksum: f31f2d5fa752482a2600e72ee24b4c69 (MD5) Previous issue date: 2003 Embargo set by: Seth Robbins for item 80999 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 306 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003. http://hdl.handle.net/2142/79717 (MiAaPQ)AAI3086010 eng Black Studies Race, Gender, Class, and Schooling: The Role of Cultural, Social, and Symbolic Capital text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.