Publication Date

2010

Department

Anthropology & Sociology

Advisor

Susan Diduk

Abstract

This research project investigates the presence and effect of scholastic capital at KIPP (Knowledge Is Power Program) charter schools, taking up issues concerning how scholastic capital is “fleshed out” and communicated at KIPP Scholar Academy, and to what effect on its underserved students. Through classroom observation and interviews, I analyzed the explicit transfer of scholastic capital in KIPP Scholar Academy classrooms, focusing specifically on KIPP’s schooling ideology and classroom culture. My findings suggest that KIPP students successfully matriculate to college because they are explicitly instructed in the ways of scholastic capital via intentional use of language, comportment, and expectations. The end result of the transfer of scholastic capital at Scholar Academy is that these KIPP students’ “native culture” lends itself to a rapport and cultural heritage that is closely related to all necessary indicators of academic success found in higher education.

Rights

Permission to make digital/hard copy of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage, the copyright notice, the title of the work and its date appear, and notice is given that copying is be permission of author. To copy otherwise, to republish, to post on a server, or to redistribute to lists requires prior specific permission of the author and/or a fee.

Document Type

Thesis

Download
COinS