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Student Incorporation and the Sociocultural Contexts of Schools

Type: Research

Start Date: December 2006

End Date: December 2010

Grant Amount: $456,582

Person Affiliation(s): Prudence Carter

Organization: Stanford University

What are the characteristics of both students’ group dynamics and the culture of high schools that promote or discourage Black and Latino students’ inclusion in school life and academic advancement? Are these characteristics different in schools that are predominantly minority and those that are more multi-racial and predominantly white? The researcher will examine how cultural practices between students and teachers, the social organization of students (for example, in tracking and participation in extracurricular activities), and school policies about student self-presentation and discipline affect the incorporation of Black and Latino students. Data will be collected from 920 high school students from two high schools in Jackson, Mississippi, and two in Boston, Massachusetts. This project uses a number of data collection methods, including ethnographic observations and interviews, semi-structured and group interviews, and student surveys.

Focus Areas of this Grant

Age Range of Participants: 13 - 18

Topic Area: Cultural Contexts and Influences, Education/Education Policy, Intergroup Relations

Gender: Male, Female

Location: Urban

Race/Ethnicity: Black or African American, Latino or Hispanic, White

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