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The cultural resources a person has obtained can heavily influence a child's educational success. It has been shown that students raised under the concerted cultivation approach have "an emerging sense of entitlement" which leads to asking teachers more questions and being a more active student, causing teachers to favor students raised in this manner [1]. This childrearing approach which creates positive interactions in the classroom environment is in contrast with the natural growth approach to childrearing. In this approach, which is more common amongst working class families, parents do not focus on developing the special talents of their individual children, and they speak to their children in directives. Due to this, it is more rare for a child raised in this manner to question or challenge adults and conflict arises between childrearing practices at home and school. Children raised in this manner are less inclined to participate in the classroom setting and are less likely to go out of their way to positively interact with teachers and form relationships [2].
In the United States, links between minority underperformance in our schools have been made with a lacking in the cultural resources of cultural capital, social capital, and economic capital, yet inconsistencies persist even when these variables are accounted for. "Once admitted to institutions of higher education, African Americans and Latinos continued to underperform relative to their white and Asian counterparts, earning lower grades, progressing at a slower rate, and dropping out at higher rates. More disturbing was the fact that these differentials persisted even after controlling for obvious factors such as SAT scores and family socioeconomic status" [3]. The theory of capital deficiency is among the most recognized explanations for minority underperformance academically- that for whatever reason they simply lack the resources to find academic success [4]. One of the largest factors for this, asides from the social, economic, and cultural capital mentioned earlier, is human capital. This form of capital, identified by social scientists only in recent years, has to do with the education and life preparation of children. "Human capital refers to the skills, abilities, and knowledge possessed by specific individuals" [5].This allows college-educated parents who have large amounts of human capital to invest in their children in certain ways to maximize future success- from reading to them at night to possessing a better understanding of the school system which causes them to be less differential to teachers and school authorities ([6]). Research also shows that well-educated black parents are parents are less able to transmit human capital to their children when compared to their white counterparts, due to a legacy of racism and discrimination [7].
- ^ Lareau, Annette. Unequal Childhoods: Class, Race, and Familiy Life. University of California Press.
- ^ Lareau, Annette. Unequal Childhoods: Class, Race, and Familiy Life. University of California Press.
- ^ Bowen, William; Bok, Derek. The Shape of the River : Long-Term Consequences of Considering Race in College and University Admissions. Princeton University Press.
- ^ Massey, Douglas; Charles, Camille; Lundy, Garvey; Fischer, Mary. The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities. Princeton University Press.
- ^ Becker, Gary. Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education.
- ^ Massey, Douglas; Charles, Camille; Lundy, Garvey; Fischer, Mary. The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities. Princeton University Press.
- ^ Massey, Douglas; Charles, Camille; Lundy, Garvey; Fischer, Mary. The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities. Princeton University Press.