Author's Keywords: social capital, minority education, science research	Convention Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting. 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/p109883_index.html Direct Link: HTML Code:

Acherman, Dora. and Perez, Linda. "Can an Intervention Program Provide Social and Cultural Capital for Minority Students?" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p109883_index.html>

Acherman, D. and Perez, L. , 2004-08-14 "Can an Intervention Program Provide Social and Cultural Capital for Minority Students?" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p109883_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This paper reports on preliminary findings of a longitudinal qualitative study evaluating an NIH funded program designed to increase the participation of underrepresented minority students in biomedical research. Forty students at different stages of the program were interviewed during the first half of the study. Students displayed large variations in their levels of previous exposure to specific kinds of social and cultural capital that according to the literature are associated with success in scientific careers. Exposure to these types of capital through the intervention program had a positive impact on all students, particularly on those entering the program with little or no previous exposure. Students acquired the skills to develop professional relations with senior researchers in their fields of interest and had opportunities to create these relationships. Preliminary analysis of the data indicates that students embodied these kinds of capital and were activating them in order to further their careers. It is still too early to ascertain whether these program benefits will have a long term impact on their career paths. Findings point to the need for interventions for underrepresented groups to include exposure to social and cultural capital as well as their traditional academic components. Theoretical implications include the need for researchers to examine whether students can acquire social and cultural capital outside of the home environment.

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