| Ezekiel Dixon-Roman
University of Pennsylvania
Persistent inequality and educational inequity: Intergenerational capital, habitus, and academic inequity
FINAL REPORT:
Recent research has revealed the meaningful contribution that intergenerational and historical social and economic factors have on achievement inequities (Dixon-Roman 2007; Grant 2005; Kalil, Pattillo, and Payne 2004; Mandara, Greene, and Varner 2006; Miller 1995; Phillips, et al. 1998). While helpful, only one of these studies modeled historical socioeconomic inequality (Dixon-Roman 2007) and only a few of these studies have examined what processes might mediate the cumulative effect of intergenerational socioeconomic status (Grant 2005; Kalil et al. 2004). This study will use Bayesian multilevel growth curve modeling with the Child Development Supplement to the Panel Study of Income Dynamics to examine: 1) What is the effect of social and cultural capital on the distribution of growth in math and reading achievement? 2) Do the manifest practices of social and cultural capital mediate the cumulative effect of intergenerational economic capital? 3) How much are the race/gender differences in math and reading achievement associated with intergenerational economic capital and parent/caregiver social and cultural capital? and 4) What are the meaningful manifest practices of social and cultural capital that may inform social policies of supplementary education?
Back to Funded Research Grants Page |