
Contents
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Introduction Introduction
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Basis for Cynicism about Opportunities among Black Americans Basis for Cynicism about Opportunities among Black Americans
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Parents, Race, and Messages about the Opportunity Structure Parents, Race, and Messages about the Opportunity Structure
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Do Parents’ Beliefs about the Opportunity Structure Have Implications for Youths? Do Parents’ Beliefs about the Opportunity Structure Have Implications for Youths?
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Does Membership in a Marginalized Group Lead to Academic Disinvestment among Youths? Does Membership in a Marginalized Group Lead to Academic Disinvestment among Youths?
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Rethinking the Implications of Marginalization for Educational Engagement Rethinking the Implications of Marginalization for Educational Engagement
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Marginalization and Academic Investment beyond the United States Marginalization and Academic Investment beyond the United States
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Conclusion Conclusion
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Appendix A: Methodology Appendix A: Methodology
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Appendix B: Means, Standard Deviations, and Descriptions for Variables Used in This Chapter Appendix B: Means, Standard Deviations, and Descriptions for Variables Used in This Chapter
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5 Can Members of Marginalized Groups Remain Invested in Schooling? An Assessment from the United States and the United Kingdom
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Published:March 2013
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Abstract
This chapter examines whether members of marginalized groups can remain invested in education despite persistent encounters with barriers to upward socioeconomic mobility. The first part looks at the intergenerational transmission of beliefs regarding upward socioeconomic mobility among black Americans. The second part assesses whether youths from marginalized groups disinvest from schooling, presenting evidence from youths in both the United States and the United Kingdom. It is shown that although black parents expect their children to experience racial discrimination, they also attribute more value to education than white parents. It also appears that marginalized racial groups do not respond to their marginalization by resisting school.
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