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      “I Got it from my Mama:” The influence of working-class parents on young people’s cultural capital for success in school and work

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      Equity in Education & Society
      SAGE Publications

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          Abstract

          In discussing what young people need in order to thrive in school and work environments, the existing education and workforce literature largely credits the types of social and cultural capital that are gained from middle-class upbringings, and rarely are working-class and low-income counterparts valued or considered conducive to achievement. In this research paper, we discuss how minoritized students from low-income homes described their first experiences in summer internships and their earliest memories related to work. Our student participants, 25 Bronx high school seniors, largely credited their guardians’ and family members’ work ethic (cultural capital) in working-class jobs as critical in their own motivational development. Our findings indicate that the experiences underrepresented youth have at home, through lessons and examples, lead to positive benefits and the development of certain forms of cultural capital, which can lead to academic success and occupational identity formation.

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          Using thematic analysis in psychology

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              The Ecology of Human Development : Experiments by Nature and Design

              <p>Here is a book that challenges the very basis of the way psychologists have studied child development. According to Urie Bronfenbrenner, one of the world’s foremost developmental psychologists, laboratory studies of the child’s behavior sacrifice too much in order to gain experimental control and analytic rigor. Laboratory observations, he argues, too often lead to “the science of the strange behavior of children in strange situations with strange adults for the briefest possible periods of time.” To understand the way children actually develop, Bronfenbrenner believes that it will be necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time.<br><br>This book offers an important blueprint for constructing such a new and ecologically valid psychology of development. The blueprint includes a complete conceptual framework for analysing the layers of the environment that have a formative influence on the child. This framework is applied to a variety of settings in which children commonly develop, ranging from the pediatric ward to daycare, school, and various family configurations. The result is a rich set of hypotheses about the developmental consequences of various types of environments. Where current research bears on these hypotheses, Bronfenbrenner marshals the data to show how an ecological theory can be tested. Where no relevant data exist, he suggests new and interesting ecological experiments that might be undertaken to resolve current unknowns.<br><br>Bronfenbrenner’s groundbreaking program for reform in developmental psychology is certain to be controversial. His argument flies in the face of standard psychological procedures and challenges psychology to become more relevant to the ways in which children actually develop. It is a challenge psychology can ill-afford to ignore.</p>
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                Author and article information

                Contributors
                Journal
                Equity in Education & Society
                Equity in Education & Society
                SAGE Publications
                2752-6461
                2752-6461
                May 16 2023
                : 275264612311702
                Affiliations
                [1 ]Florida International University - Modesto A Maidique Campus, Miami, FL, US
                [2 ]University of California Irvine, Irvine, CA, US
                Article
                10.1177/27526461231170233
                2c422097-7cf6-40bf-b69f-54a7eab17a70
                © 2023

                https://creativecommons.org/licenses/by/4.0/

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