Parental Race as Symbolic and Social Capital: Teacher Evaluations of Part-White Biracial and Monoracial Minority Students

Autor/in	Davis, Tomeka M.
Titel	Parental Race as Symbolic and Social Capital: Teacher Evaluations of Part-White Biracial and Monoracial Minority Students
Quelle	In: Race, Ethnicity and Education, 19 (2016) 2, S.339-367 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2015.1046827
Schlagwörter	Minority Group Students; Multiracial Persons; Social Capital; Whites; Parent Participation; Teacher Attitudes; Mothers; Grade 1; Longitudinal Studies; Hispanic American Students; African American Students; Outcomes of Education; Surveys; Children; Elementary School Students; Racial Identification; Disadvantaged; Racial Discrimination; Self Concept; Statistical Analysis; Gender Differences; Reading Tests; Mathematics Tests; Scores; Least Squares Statistics; Student Evaluation; Academic Ability; Correlation; Race; Elementary School Teachers; Regression (Statistics); Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mischling; Sozialkapital; White; Weißer; Elternmitwirkung; Lehrerverhalten; Mother; Mutter; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Lernleistung; Schulerfolg; Survey; Umfrage; Befragung; Child; Kind; Kinder; Racial bias; Rassismus; Selbstkonzept; Statistische Analyse; Geschlechterkonflikt; Lesetest; Schulnote; Studentische Bewertung; Korrelation; Rasse; Abstammung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Regression; Regressionsanalyse
Abstract	As the number of biracial individuals in the US continues to grow, so does research focused on them. While some of this literature examines how biracials fare on a host of social outcomes, little research examines whether part-white biracials are able to use their whiteness as a resource to gain additional resources or rewards. This research seeks to close this gap. Using data from the 1st grade wave of the Early Childhood Longitudinal Study-Kindergarten-Class (ECLS-K), I examine whether the parental involvement of white mothers of black/white and Hispanic/white biracial students leads to higher teacher ratings for these children compared to their monoracial minority counterparts. I find the involvement of white mothers results in higher teacher ratings for part-white biracial children, but only when the teacher is white. I conclude that whiteness serves as a symbolic and social capital resource that enhances biracial educational outcomes when it is invoked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01