Validating social and cultural capital of hyperghettoized at-risk students

Muhammad Khalifa

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

Abstract

This study investigated how school leaders recognize and validate cultural and social capital of hyperghettoized at-risk students. Two primary research questions drove this research: (1) Did traditional school leaders recognize the social and cultural capital of at-risk, African American students? (2) How did an effective school leader validate the cultural and social capital of at-risk African American students. The findings indicated that traditional school leaders did not validate, or even accommodate, the social and cultural capital of hyperghettoized students. However, the school leader highlighted in this study was able to validate the capital of what became very academically and socially successful hyperghettoized students. Findings also highlighted the implications of how school principals may lead in a socially just manner as they attempt to value children equitably.

Original languageEnglish (US)
Pages (from-to)620-646
Number of pages27
JournalEducation and Urban Society
Volume42
Issue number5
DOIs
StatePublished - Jul 1 2010

Keywords

  • at-risk students
  • cultural and social capital
  • urban school leadership

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