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DEFINING THE MOBILIZATION OF SOCIAL CAPITAL FOR LOW-SES
MINORITY YOUTH PARTICIPANTS IN THE SUMMER BRIDGE
PROGRAM BY PROGRAM LEADERS
THE ROSSIER SCHOOL OF EDUCATION
by
Imelda Maria Quintanar
_______________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2007
Copyright 2007 Imelda Maria Quintanar
Object Description
| Title | Defining the mobilization of social capital for low-SES minority youth participants in the Summer Bridge program by program leaders |
| Author | Quintanar, Imelda Maria |
| Author email | iquintanar@csudh.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2007-10-12 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-12-04 |
| Advisor (committee chair) | Stanton-Salazar, Ricardo |
| Advisor (committee member) |
Baca, Reynaldo Cardoza, Raul |
| Abstract | The purpose of this study on intervention, conducted from a sociological perspective, is to advance a theoretical understanding of the complexities that impede as well as facilitate equitable access to key forms of institutional support for the disenfranchised. These complexities will be analyzed to identify counterstratification strategies. Purposefully, counter-stratification strategies are intentionally set in place to provide access to key forms of institutional support. In particular, these strategies are used as an intervention to provide access into key programs that are designed to provide low-income and first-generation Latina/o and minority students with access to greater institutional resources. Many of the complexities that impede equitable access require an in depth study to understand the deleterious effects that low socio economic status youth encounter in their daily lives. This study will examine how the outcome of such effects relate to institutional racism and segregation that are often mitigated within the context of the human development for minority youth growing up in low income and racially segregated environments (Stanton-Salazar, 2006). |
| Keyword | intervention programs; institutional support; counterstratification strategies; Summer Bridge program as an intervention; institutional agent; resources embedded in a social structure; social capital; mobilization of resources; barriers to academic success; social networks; social resource framework; normative framework; critical normative framework; education opportunity program; low-SES minority youth; empowerment; network analytic framework; program leaders; name generator; position generator; resource position generator; egocentric networks; multiplex relationships; uniplex relationships; weak ties; social support networks; social ties; dimensions of social capital; positive network orientation; complex role set |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m965 |
| Rights | Quintanar, Imelda Maria |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Quintanar-20071204 |
| Archival file | uscthesesreloadpub_Volume40/etd-Quintanar-20071204.pdf |
Description
| Title | Page 1 |
| Full text | DEFINING THE MOBILIZATION OF SOCIAL CAPITAL FOR LOW-SES MINORITY YOUTH PARTICIPANTS IN THE SUMMER BRIDGE PROGRAM BY PROGRAM LEADERS THE ROSSIER SCHOOL OF EDUCATION by Imelda Maria Quintanar _______________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2007 Copyright 2007 Imelda Maria Quintanar |
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