In this study, I examined the psychosocial factors of habitus and cultural capital, that rural African American students employ to persist and enroll in college after high school. The purpose of this quantitative inquiry was to gain insights from a rural, Title I, and predominantly African American high school and its influence on students' postsecondary education and how educational preparation programs can provide support to create more equitable outcomes through programs and practice in K-12 settings similar to the school studied. This study used the Survey of Attitudes and Belief (Nora, 2004) to determine the significance of the relationships between the habitus (a student's values and belief systems as developed through one's circumstances or socialized dispositions) and cultural capital (a student's accumulated resources with respect to college, factors that influence college choice). The survey was administered to 184 students at a rural, predominantly African American high school in the south eastern part of the United States. Of the 184 participants, 45% (n = 82) identified as African American and were used in the statistical analysis performed in this chapter. The statistical analysis conducted in this chapter included descriptive analysis, correlation, and multiple linear regression. I found that rural, African American students need additional precollegiate experiences, guidance around colleges and careers, and leadership opportunities.
Gafford, C.M. (2020), "Passport with No Access: The Habitus and Cultural Capital Influences of Rural, African American, and Low Socioeconomic Status Students' College Aspirations", Chambers, C.R. and Crumb, L. (Ed.) African American Rural Education (Advances in Race and Ethnicity in Education, Vol. 7), Emerald Publishing Limited, Bingley, pp. 19-37. https://doi.org/10.1108/S2051-231720200000007004
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