Readings in Education, Volume 26 : Expanding Postsecondary Opportunity for Underrepresented Students: Theory and Practice of Academic Capital Formation

CONTENTS: Editors' Introduction. Part I. Theory Building: Edward P. St. John, "Academic Capital Formation: An Emergent Theory"; Laura W. Perna and Margaret A. Hadinger, "Promoting Academic Capital Formation among Urban Youth: Citywide Approaches"; Shaun R. Harper, Collin D. Williams Jr., David Perez II, and Demetri L. Morgan, "His Experience: Toward a Phenomenological Understanding of Academic Capital Formation among Black and Latino Male Students"; Caroline Sotello Viernes Turner, "Mentoring Latinas/os in Higher Education: Intentional Cultivation of Talent"; Malisa Lee and Edward P. St. John, "Academic Capital Formation among Hmong Students: An Exploratory Study of the Role of Ethnic Identity in College Transitions"; Pamela P. Felder, "Prior Socialization in Academic Capital Formation: Historically Black College and University Origins and Their Impact on Doctoral Student Success".Part II. Models of Successful Practice :Rick Dalton, Victoria J. Milazzo-Bigelow, and Edward P. St. John, "College For Every Student: A Model for Postsecondary Encouragement in Rural Schools"; Tatiana Melguizo, "The Role of Student Long-Term Goals on College Persistence of Low-Income Students: Evidence from the Washington State Achievers Program"; Edward P. St. John, Shirley Ort, and Lynn Williford, "Carolina Covenant: Reducing the Retention Gap"; Edward P. St. John and Victoria J. Milazzo-Bigelow, "STEM Transfer Students in Research Universities: A Qualitative Assessment of Academic Capital Formation". Part III. Conclusions: Rachelle Winkle-Wagner, "Academic Capital Formation: Can It Help Untangle Confusion about Social Stratification in the Study of College Students?". Index.