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Cultural Capital in the College Application and Admissions Processes at Elite and Non-Elite Institutions

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Abstract:

While the sociological literature has long seen a good deal of well-placed attention on educational attainment, studies of college attainment have largely failed to consider two distinct but crucial steps in the process: application and admission. Further, the important distinction between “elite,” highly competitive institutions and non-elite institutions has been insufficiently attended to. We use data from the National Educational Longitudinal Survey to identify variables predicting (a) application to college and (b) admission to college at both the elite and non-elite levels for a cohort of students entering college in the 1990s. We find that selection into the applicant group is the crucial step for most students; students from favored socio-economic and cultural backgrounds are far more likely to apply to college. Once students are selected into the applicant group, cultural capital is an important predictor of admission—particularly at the elite level.

Most Common Document Word Stems:

colleg (105), cultur (97), elit (89), capit (88), student (78), applic (76), educ (70), school (60), select (57), institut (55), grade (46), level (46), admiss (43), variabl (42), appli (37), non (36), signific (35), 1 (33), year (33), parent (33), respond (32),

Author's Keywords:

culture, education, stratification
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Name: American Sociological Association
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http://www.asanet.org


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MLA Citation:

Gabler, Jay., Kaufman, Jason. and Fosse, Nathan. "Cultural Capital in the College Application and Admissions Processes at Elite and Non-Elite Institutions" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 11, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p104598_index.html>

APA Citation:

Gabler, J. , Kaufman, J. and Fosse, N. E. , 2006-08-11 "Cultural Capital in the College Application and Admissions Processes at Elite and Non-Elite Institutions" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada Online <APPLICATION/PDF>. 2009-05-25 from http://www.allacademic.com/meta/p104598_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: While the sociological literature has long seen a good deal of well-placed attention on educational attainment, studies of college attainment have largely failed to consider two distinct but crucial steps in the process: application and admission. Further, the important distinction between “elite,” highly competitive institutions and non-elite institutions has been insufficiently attended to. We use data from the National Educational Longitudinal Survey to identify variables predicting (a) application to college and (b) admission to college at both the elite and non-elite levels for a cohort of students entering college in the 1990s. We find that selection into the applicant group is the crucial step for most students; students from favored socio-economic and cultural backgrounds are far more likely to apply to college. Once students are selected into the applicant group, cultural capital is an important predictor of admission—particularly at the elite level.

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Document Type: application/pdf
Page count: 20
Word count: 7380
Text sample:
Cultural Capital in the College Application and Admission Processes at Elite and Non-Elite Institutions* Jay Gabler Jason Kaufman and Nathan Fosse Harvard University Paper submitted to the American Sociological Association January 2006 * Helpful comments on this project were made by Felix Elwert Peer Fiss David Harding and Samuel Lucas. Direct correspondence to Jay Gabler Department of Sociology Harvard University William James Hall 33 Kirkland Street Cambridge Massachusetts 02138 (gabler@post.harvard.edu). 1 Introduction Cultural capital was given its classic formulation
Stability in Educational Stratification.” American Sociology Review 46(1): 72-87. Robbins Derek. 2004. “The Transcultural Transferability of Bourdieu’s Sociology of Education.” British Journal of Sociology of Education 25(4): 416-429. U.S. Dept. of Education National Center for Education Statistics. NATIONAL EDUCATION LONGITUDINAL STUDY 1988 [Computer file]. Chicago IL: National Opinion Research Center [producer] 1989; Ann Arbor MI: Inter-university Consortium for Political and Social Research [distributor] 1990A. U.S. Dept. of Education National Center for Education Statistics. 2005. Youth Indicators 2005. Washington D.C.:


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