Author's Keywords: social networks, education, inequality, cultural capital, educational reform, habitus	Convention Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p20246_index.html Direct Link: HTML Code:

Grove, Kathleen. "Strategy for Success: Building Community and Cultural Capital Among Teachers and Students in Urban Schools" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 <Not Available>. 2008-10-23 <http://www.allacademic.com/meta/p20246_index.html>

Grove, K. , 2005-08-12 "Strategy for Success: Building Community and Cultural Capital Among Teachers and Students in Urban Schools" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA Online <PDF>. 2008-10-23 from http://www.allacademic.com/meta/p20246_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: One of the central themes within the sociology of education has been educational inequality- specifically the ways in which class, race, and gender are linked to the distribution of educational and social opportunities and outcomes. Recent studies have also considered how schools can become sites of counterstratification, helping students access mainstream resources and opportunities. This ethnographic study adds to the literature by analyzing an innovative program (Bridges) designed to increase academic performance among children attending an urban school. A central feature of the Bridges program was \"looping\" -the practice of having a teacher continue with the same students for six academic years. Data suggests that students were enriched by close association with trusted adults who guided their daily instruction. Teachers came to see Bridges children as \"their children\" and felt obligated to do everything possible to help them succeed. The social bonds that developed between teachers and their students have transformative power. This is most clearly seen in discussions about grade level retention and children\'s plans for their future. The examination of teacher relationships, perceptions, and interactions with students reveals much about the complex linkage between individual agency, culture and structure and adds to the literature on social reproduction and inequality.

Social Class, Teacher-Student Relationships and Classroom Participation

Between Classes: Educational Beliefs and Practices of Home School Parents who Educate Their Children Through State-Sponsored Programs

Re-Conceptualizing “Parent” Education in Predicting Children’s Educational Attainment: How Attention to the Non-Residential Parent’s Education is Key to Understanding the Lower Educational Outcomes of Children Raised in Single Parent Families