Race And Education Social Mobility Four Species Of Capital Economic Capital Human Capital Social Capital Cultural Capital Performance Differences

?? FaEd FaOc 1stOc Ed Oc Social Mobility Blau and Duncan 1967

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Species Of Capital Important Resources They’re Fungible (Able To Be Exchanged For Other Capital) They’re Transferable (Usually From Generation To Generation) They’re Unequally Distributed (Often Because Of Accumulated Disadvantage) Species Of Capital Economic Capital Human Capital Social Capital Cultural Capital

George Becker James Coleman Pierre Bourdieu • Economic Capital: Control of financial resources (e.g., cash, assets) • Human Capital: Accumulated knowledge, skills, and physical capabilities gained through education • Social Capital: The collective value of all social networks (who you know) and the inclinations that arise from these networks to do things for each other. • Cultural Capital: Linguistic/cultural competencies (primarily tastes and dispositions) valued but not taught in schools. Embodied • Objectified • Institutionalized Species Of Capital Transferred From Generation To Generation Able To Be Exchanged For Other Resources

CONTROL OF FINANCIAL RESOURCES (E.G., CASH, ASSETS) Economic Capital Poverty Line Single: $10,830 Family: $22,050 At/Below Poverty Asian 12.5% White 12.3% Latino 25.3% Black 25.8% Race In Schools Urban: 35% White Suburban: 65% White CONTROL OF FINANCIAL RESOURCES (E.G., CASH, ASSETS)

CONTROL OF FINANCIAL RESOURCES (E.G., CASH, ASSETS) Economic Capital Census 2010 BS MA MD/JD PhD All Workers 59k 71k 125k 100k Men 73k 88k 148k 117k Women 44k 55k Whites 60k 72k 128k Blacks 47k 58k 105k 93k Hispanics 48k 74k 82k 96k CONTROL OF FINANCIAL RESOURCES (E.G., CASH, ASSETS)

School Readiness At Age 5 Human Capital Can Count To 20 White – 69% Asian – 69% Black – 69% Hispanic – 41% Can Write Name White – 64% Asian – 61% Black – 58% Hispanic – 49% Knows All Letters White – 36% Asian – 39% Black – 37% Hispanic – 15% School Readiness At Age 5 Can Read Words White – 75% Asian – 79% Black – 67% Hispanic – 55% Nat’l Household Education Survey 2007 Some of the Hispanic deficiency can be accounted for by English being some students’ second language. ACCUMULATED KNOWLEDGE, SKILLS, AND PHYSICAL CAPABILITIES GAINED THROUGH EDUCATION

Social Capital Deceased Absentee Divorced THE COLLECTIVE VALUE OF ALL SOCIAL NETWORKS (WHO YOU KNOW) AND THE INCLINATIONS THAT ARISE FROM THESE NETWORKS TO DO THINGS FOR EACH OTHER

Social Capital Black Kids Adopted By White Parents Moore 1986; Nisbett 1998 Black Kids Adopted By White Parents Have Higher IQs Than Black Kids Adopted By Black Parents Biracial Kids With White Fathers Have Higher IQs Than Biracial Kids With Black Fathers

Cultural Capital A B C D EMBODIED OBJECTIFIED INSTITUTIONALIZED LINGUISTIC/CULTURAL COMPETENCIES (PRIMARILY TASTES & DISPOSITIONS) VALUED BUT NOT TAUGHT IN SCHOOLS

Expanded Mobility Model Economic Capital Cultural Capital Wisconsin 1971 Social Capital Human Capital Occupation Aspirations Educational Attainment Educational Aspirations ACTUAL Occupation ??

Performance Differences Fact: A 17yo Black senior has the average reading proficiency of a 13yo White 8th grader

Performance Differences FACT: Black and White Kindergarteners . . . . with the same ages and birth weight, . . . . whose moms have the same test scores, education, occupation, income, and wealth, . . . . whose moms were the same age when they had their first child, and . . . . with the same number of children’s book, movies, etc. in their homes SCORE THE SAME ON READING/MATH TESTS By The Third Grade The Achievement Gap For These Kids Reappears What’s Going On Here? Source: Fryer and Levitt 2004; Yeung and Conley 2006; Yeung and Pfeiffer 2006

Is It Differences In Opportunity? Facts: Minority Kids Are More Likely . . . to be in single-race schools . . . to attend schools where teachers don’t live nearby . . . to attend public schools . . . to attend large urban schools . . . to attend highly tracked schools . . . to attend bureaucratic schools . . . to attend poorly-resourced schools . . . to be taught by uncertified teachers And To Face Micro-Expectations In These Environments Is It Differences In Opportunity?