Brown and black in white: The social adjustment and academic performance of Chicano and black students in a predominately white university
dc.contributor.author | Oliver, Melvin L. | en_US |
dc.contributor.author | Mickelson, Roslyn A. | en_US |
dc.contributor.author | Rodriguez, Consuelo J. | en_US |
dc.date.accessioned | 2006-09-11T13:57:11Z | |
dc.date.available | 2006-09-11T13:57:11Z | |
dc.date.issued | 1985-03 | en_US |
dc.identifier.citation | Oliver, Melvin L.; Rodriguez, Consuelo J.; Mickelson, Roslyn A.; (1985). "Brown and black in white: The social adjustment and academic performance of Chicano and black students in a predominately white university." The Urban Review 17(1): 3-24. <http://hdl.handle.net/2027.42/43870> | en_US |
dc.identifier.issn | 0042-0972 | en_US |
dc.identifier.issn | 1573-1960 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/43870 | |
dc.description.abstract | This article explores the academic and social experiences of Chicago and black students at UCLA. The analysis proceeds by examining differences in social backgrounds, high school and college experiences, and explores the relationship between these factors and college adjustment and achievement (GPA). Drawing upon recent theory on class reproduction and schooling we show particular concern with the role of social class in explaining differential outcomes. The findings indicate that blacks are more likely than Chicanos to feel alienated and perform poorly, and that social class makes no difference in these outcomes for blacks. However, middle class Chicanos perform better and are better adjusted than working class Chicanos. We discuss our findings in the light of theories of class reproduction, cultural capital, and racial signaling, suggesting that theories of reproduction must acknowledge the role of race in unequal school outcomes. | en_US |
dc.format.extent | 1750044 bytes | |
dc.format.extent | 3115 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Kluwer Academic Publishers-Human Sciences Press; Agathon Press, Inc. ; Springer Science+Business Media | en_US |
dc.subject.other | Education | en_US |
dc.subject.other | Education (General) | en_US |
dc.subject.other | Education Research | en_US |
dc.subject.other | Sociology | en_US |
dc.subject.other | Pedagogic Psychology | en_US |
dc.subject.other | Community & Environmental Psychology | en_US |
dc.title | Brown and black in white: The social adjustment and academic performance of Chicano and black students in a predominately white university | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Urban Planning | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | University of Michigan, USA | en_US |
dc.contributor.affiliationother | University of California, Los Angeles | en_US |
dc.contributor.affiliationother | California State University, San Jose | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/43870/1/11256_2005_Article_BF01141631.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1007/BF01141631 | en_US |
dc.identifier.source | The Urban Review | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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