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ERIC Number: ED519962
Record Type: Non-Journal
Publication Date: 2010
Pages: 141
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-1797-0
ISSN: N/A
Ethnic and Racial Difference in Higher Education Access: Effects of Family and School Resources
Lim, Sun Ah
ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara
Despite many years and multiple plans by educational policy makers and government to achieve educational equity, there is still a wide disparity in college enrollment rates across racial/ethnic groups. The present study was designed to examine this problem by focusing on the educational resources that might contribute to the persisting enrollment gap. This study adapted Bourdieu's notion of capitals and developed a comprehensive conceptual model of relations among various factors consisting of cultural and social capitals at family-and school-levels. By identifying the cultural and social factors simultaneously that differentiate the overrepresented and underrepresented groups, this study examined the extent to which these resources differentially affected college enrollment by racial/ethnic groups. To examine differences in the effects of social and cultural capitals relating to two resource-levels, ELS: 2002 data and a two-level multinomial logistic regression model were used. The findings from this research provided evidence in support of the conceptual model of learning resources in a form of capitals that promote college enrollment. Family-level measures of social and cultural capitals were related to the likelihood of a student enrolling in a 4-year college relative to not enrolling. Interestingly, the results revealed that the school capital measures were not powerful predictor of college enrollment compared to the family capital measures. White students appeared to be the most effective group at converting social and cultural capitals into college enrollment when compared to the other racial/ethnic groups. On the other hands, Blacks and Hispanics not only possessed fewer types of capital that promote college enrollment, but also tended to attend schools with fewer resources that promote college enrollment. The results of this study have several implications for school policy. First, college preparation programs should focus on ways to promote the types of social and cultural capitals and consider what can be added to family resources. Another implication is that the college preparation programs designed to promote the increase of college enrollment across racial/ethnic groups should recognize the ways in which the relation between capitals and college enrollment varies across racial/ethnic groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A