Race, Cultural Capital, and the Educational Effects of Participation in Sports

Eitle, Tamela McNulty; Eitle, David

doi:10.2307/3090288

Cited by 143 publications

(128 citation statements)

References 39 publications

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“…In addition, as mentioned above, Coalter (2007) highlights how the type and size of a sports club may influence the degree to which social capital is accumulated. While research in the area is scarce, Eitle and Eitle (2002) indicate that the social and cultural assumptions attributed to some sports, and the people who participate in them, implies that differential amounts of social capital can be acquired through sport.…”

Section: Sport Volunteering and The Development Of Social Capitalmentioning

confidence: 99%

Sport volunteering, active citizenship and social capital enhancement: what role in the ‘Big Society’?

Morgan

2013

International Journal of Sport Policy and Politics

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Section: Sport Volunteering and The Development Of Social Capitalmentioning

confidence: 99%

Sport volunteering, active citizenship and social capital enhancement: what role in the ‘Big Society’?

Morgan

2013

International Journal of Sport Policy and Politics

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“…There is some research that supports a unique focus on basketball skills among Black high school students (Eitle and Eitle 2002), although as discussed above, most research that examines whether or not Blacks value education differently than Whites ("oppositional culture" arguments) finds that Blacks do in fact value education as much as Whites do but that African Americans are less likely to do some of the things that lead to academic success Downey 1998, Downey andAinsworth-Darnell 2002). This research would indicate that there is unlikely to be a difference in values between races, but rather a difference in strategies, as Swidler (1986) proposes.…”

Section: Brooks-gunn and Markmanmentioning

confidence: 99%

Is it Too Late Baby? Pinpointing the Emergence of a Black-White Test Score Gap in Infancy

Rippeyoung

2009

Sociological Perspectives

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Racial inequality in educational and occupational attainment has been shown to be related to racial inequality in test scores and cognitive skills. Most research and policy attention has been given to the ability of schools to equalize test scores. I argue that a major reason why researchers have been unable to explain why schools have not closed the gap is because by the time children begin school it may be too late. Cognitive skills develop from infancy and as such, it should be unsurprising that by the time children are five years old the differences across groups are firmly established. Thus, this research attempts to uncover where the racial test-score gap begins by examining infants.I perform a series of analyses using ordinary least squares regression (OLS) and structural equation modeling (SEM) using the first wave of the Early Childhood Longitudinal Study-Birth cohort (ECLS-B). I utilize the mother's race, rather than the child's race, in the analyses because looking at the mother's race makes the most logical sense since the mother's race is more likely than the child's to determine household income, marital status, mother's education, parenting styles, and so on.

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“…Regardless of the diversity of definitions offered for the cultural capital, most scholars in sociology differentiate it from abilities such as GPA (e.g., Dumais 2002;Eitle andEitle 2002, Farkas, Grobe, Sheehan, &Shaun 1990;Kalmijn & Kraaykamp 1996;Kastillis & Rubinson 1992). Based on this differentiation, the present study has tried to find out whether there is a significant relationship between cultural capital and the university students' GPA of high school diploma.…”

Section: Introductionmentioning

confidence: 99%

Social and Cultural Capital: Underlying Factors and Their Relationship with the School Achievement of Iranian University Students

Khodadady¹,

Zabihi²

2011

IES

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This study explored the relationship between social and cultural capital and school achievement by developing, administering and validating a 35-statement questionnaire to 403 undergraduate and graduate students majoring in Teaching English as a foreign language and Persian Language and Literature and correlating their extracted factors with the grade point average of their high school diploma. The application of the Principle Axis Factoring to the participants' responses and rotating the extracted factors revealed ten latent variables, i.e., literacy, parental consultation, family-school interaction, family support, extracurricular activities, family relationship, parent-school encouragement and facility, cultural activities, peer interaction and religious activities. Between the two logically developed subscales comprising the social and cultural capital questionnaire (SCCQ) only the social capital showed significant relationship with the GPA (.19, p <.001). Similarly, among the ten factors, parent-school encouragement and facility (.33), parental consultation (.22), family relationship (.20), and family support (.18), correlated significantly, i.e., p <.001, with the GPA. The implications of the results are discussed within a foreign/first language context and suggestions are made for future research.

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Race, Cultural Capital, and the Educational Effects of Participation in Sports

Cited by 143 publications

References 39 publications

Sport volunteering, active citizenship and social capital enhancement: what role in the ‘Big Society’?

Sport volunteering, active citizenship and social capital enhancement: what role in the ‘Big Society’?

Is it Too Late Baby? Pinpointing the Emergence of a Black-White Test Score Gap in Infancy

Social and Cultural Capital: Underlying Factors and Their Relationship with the School Achievement of Iranian University Students

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