Author's Keywords: Cultural capital, education, race, immigration, attainment	Convention All Academic Convention can solve the abstract management needs for any association's 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/p183837_index.html Direct Link: HTML Code:

Lee, Elizabeth. "Do Immigrant Children Have Less Cultural Capital? Arts and Directed Activities on Teachers’ Assessment of Math and Reading Ability" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City, Aug 10, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p183837_index.html>

Lee, E. M. , 2007-08-10 "Do Immigrant Children Have Less Cultural Capital? Arts and Directed Activities on Teachers’ Assessment of Math and Reading Ability" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City Online <APPLICATION/PDF>. 2009-05-24 from http://www.allacademic.com/meta/p183837_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Using the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally-representative sample of Kindergarteners in 1998-99, we examine how participation in arts and directed activities that build cultural capital varies by race and immigrant status. While all minority children have lower levels of participation in arts and directed activities, we find that Asian, Hispanic, and black children of immigrants to be particularly disadvantaged in activity participation even after accounting for differences in socioeconomic status. Our findings also suggest that teacher evaluations of math and reading ability are correlated with both arts and directed activity participation. We conclude that teachers may use evidence of arts and directed activity participation to signal academic mobility and promise.

Cultural Activities, Parental Habitus, and Teachers' Perceptions: The Effects of Cultural Capital on Kindergarten Students

Measuring Race as a Cultural Component of Social Capital: Black Religiosity, Political Participation, and Civic Engagement

Black Capitalism and White Wealth: Race, Community, Capital Formation and Jim Crow Economics/Segregationist Business Models