Cultural Knowledge and Social Inequality

Using both qualitative longitudinal data collected 20 years after the original Unequal Childhoods study and interview data from a study of upwardly mobile adults, this address demonstrates how cultural knowledge matters when white and African American young adults of differing class backgrounds navi...

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Vydáno v:	American sociological review Ročník 80; číslo 1; s. 1 - 27
Hlavní autor:	Lareau, Annette
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Los Angeles, CA American Sociological Association (ASA) 01.02.2015 SAGE Publications American Sociological Association
Témata:	2014 Presidential Address Adults African Americans Black White Differences Bureaucracy Childhood Children Children & youth Class Colleges Community colleges Cultural capital Culture Entitlement Games Inequality Institutions Knowledge Middle Class Mothers Needs Parents Qualitative Methods Social Class Social classes Social Inequality Social mobility Turning points Upward mobility Working Class Young Adults Youth transition to adulthood cultural capital childrearing social mobility social class
ISSN:	0003-1224, 1939-8271
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Abstract	Using both qualitative longitudinal data collected 20 years after the original Unequal Childhoods study and interview data from a study of upwardly mobile adults, this address demonstrates how cultural knowledge matters when white and African American young adults of differing class backgrounds navigate key institutions. I find that middle-class young adults had more knowledge than their working-class or poor counterparts of the "rules of the game" regarding how institutions worked. They also displayed more of a sense of entitlement to ask for help. When faced with a problem related to an institution, middle-class young adults frequently succeeded in getting their needs accommodated by the institution; working-class and poor young adults were less knowledgeable about and more frustrated by bureaucracies. This address also shows the crucial role of "cultural guides" who help upwardly mobile adults navigate institutions. While many studies of class reproduction have looked at key turning points, this address argues that "small moments" may be critical in setting the direction of life paths.
AbstractList	Using both qualitative longitudinal data collected 20 years after the original Unequal Childhoods study and interview data from a study of upwardly mobile adults, this address demonstrates how cultural knowledge matters when white and African American young adults of differing class backgrounds navigate key institutions. I find that middle-class young adults had more knowledge than their working-class or poor counterparts of the 'rules of the game' regarding how institutions worked. They also displayed more of a sense of entitlement to ask for help. When faced with a problem related to an institution, middle-class young adults frequently succeeded in getting their needs accommodated by the institution; working-class and poor young adults were less knowledgeable about and more frustrated by bureaucracies. This address also shows the crucial role of 'cultural guides' who help upwardly mobile adults navigate institutions. While many studies of class reproduction have looked at key turning points, this address argues that 'small moments' may be critical in setting the direction of life paths. Adapted from the source document. Using both qualitative longitudinal data collected 20 years after the original Unequal Childhoods study and interview data from a study of upwardly mobile adults, this address demonstrates how cultural knowledge matters when white and African American young adults of differing class backgrounds navigate key institutions. I find that middle-class young adults had more knowledge than their working-class or poor counterparts of the "rules of the game" regarding how institutions worked. They also displayed more of a sense of entitlement to ask for help. When faced with a problem related to an institution, middle-class young adults frequently succeeded in getting their needs accommodated by the institution; working-class and poor young adults were less knowledgeable about and more frustrated by bureaucracies. This address also shows the crucial role of "cultural guides" who help upwardly mobile adults navigate institutions. While many studies of class reproduction have looked at key turning points, this address argues that "small moments" may be critical in setting the direction of life paths. Using both qualitative longitudinal data collected 20 years after the original Unequal Childhoods study and interview data from a study of upwardly mobile adults, this address demonstrates how cultural knowledge matters when white and African American young adults of differing class backgrounds navigate key institutions. I find that middle-class young adults had more knowledge than their working-class or poor counterparts of the 'rules of the game' regarding how institutions worked. They also displayed more of a sense of entitlement to ask for help. When faced with a problem related to an institution, middle-class young adults frequently succeeded in getting their needs accommodated by the institution; working-class and poor young adults were less knowledgeable about and more frustrated by bureaucracies. This address also shows the crucial role of 'cultural guides' who help upwardly mobile adults navigate institutions. While many studies of class reproduction have looked at key turning points, this address argues that 'small moments' may be critical in setting the direction of life paths. Reprinted by permission of Sage Publications Ltd.
Author	Lareau, Annette
Author_xml	– sequence: 1 givenname: Annette surname: Lareau fullname: Lareau, Annette
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Copyright	Copyright ©2015 American Sociological Association American Sociological Association 2015 Copyright American Sociological Association Feb 2015
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Snippet	Using both qualitative longitudinal data collected 20 years after the original Unequal Childhoods study and interview data from a study of upwardly mobile...
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SubjectTerms	2014 Presidential Address Adults African Americans Black White Differences Bureaucracy Childhood Children Children & youth Class Colleges Community colleges Cultural capital Culture Entitlement Games Inequality Institutions Knowledge Middle Class Mothers Needs Parents Qualitative Methods Social Class Social classes Social Inequality Social mobility Turning points Upward mobility Working Class Young Adults Youth
Title	Cultural Knowledge and Social Inequality
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