English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Open

Presents the pdf analysis as premium feature

PDF Analysis

Insights

Presents the summarisation as premium feature

Summarisation

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

Using survey data on Blacks and Non-Hispanic Whites in 1982 and 1985, the authors examine the link between racial inequality in schooling and differences in cultural capital-the degree to which parents socialize their children into high-status culture. The findings indicate a significant increase in parental cultural capital across birth cohorts (from 1900 to 1960). That this increase has been faster among Blacks than among Whites and persists after Black-White differences are taken into account suggests a degree of racial integration in the cultural domain. The results also show that exposure to high-status culture is associated with higher levels of schooling and that the integration of Blacks into high-status culture has contributed to the Black-White convergence in schooling. The latter finding illustrates that cultural capital may serve as a route to upward mobility for less privileged minority groups.

Race, Cultural Capital, and Schooling: An Analysis of Trends in the United States