ERIC Number: EJ1085934
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Parental Race as Symbolic and Social Capital: Teacher Evaluations of Part-White Biracial and Monoracial Minority Students
Davis, Tomeka M.
Race, Ethnicity and Education, v19 n2 p339-367 2016
As the number of biracial individuals in the US continues to grow, so does research focused on them. While some of this literature examines how biracials fare on a host of social outcomes, little research examines whether part-white biracials are able to use their whiteness as a resource to gain additional resources or rewards. This research seeks to close this gap. Using data from the 1st grade wave of the Early Childhood Longitudinal Study-Kindergarten-Class (ECLS-K), I examine whether the parental involvement of white mothers of black/white and Hispanic/white biracial students leads to higher teacher ratings for these children compared to their monoracial minority counterparts. I find the involvement of white mothers results in higher teacher ratings for part-white biracial children, but only when the teacher is white. I conclude that whiteness serves as a symbolic and social capital resource that enhances biracial educational outcomes when it is invoked.
Descriptors: Minority Group Students, Multiracial Persons, Social Capital, Whites, Parent Participation, Teacher Attitudes, Mothers, Grade 1, Longitudinal Studies, Hispanic American Students, African American Students, Outcomes of Education, Surveys, Children, Elementary School Students, Racial Identification, Disadvantaged, Racial Discrimination, Self Concept, Statistical Analysis, Gender Differences, Reading Tests, Mathematics Tests, Scores, Least Squares Statistics, Student Evaluation, Academic Ability, Correlation, Race, Elementary School Teachers, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey