Rethinking the cultural context of schooling decisions in disadvantaged neighborhoods: From deviant subculture to cultural heterogeneity

Citation

Harding, David J. (2011). Rethinking the cultural context of schooling decisions in disadvantaged neighborhoods: From deviant subculture to cultural heterogeneity. Sociology of Education. vol. 84 (4) pp. 322-339 , PMCID: PMC3413303

Abstract

The literature on neighborhood effects on schooling theorizes that neighborhood cultural context is an important mechanism generating such effects. However, explanations that rely on subcultural theories, such as oppositional culture, have met with considerable criticism on empirical grounds, and no alternative account of the cultural context of disadvantaged neighborhoods has been developed in the education literature. This study develops a new account of the cultural context of schooling decisions in disadvantaged neighborhoods based on the concept of cultural heterogeneity, defined as the presence of a wide array of competing and conflicting cultural models. It applies this concept to neighborhood effects on college enrollment. Using survey data from the National Longitudinal Study of Adolescent Health, this study shows that disadvantaged neighborhoods exhibit greater heterogeneity in college goals and that adolescents in more heterogeneous neighborhoods are less likely to act in concert with the college goals that they articulate.

URL

http://dx.doi.org/10.1177/0038040711417008

Keyword(s)

School

Reference Type

Journal Article

Journal Title

Sociology of Education

Author(s)

Harding, David J.

Year Published

2011

Volume Number

84

Issue Number

4

Pages

322-339

DOI

10.1177/0038040711417008

PMCID

PMC3413303

NIHMSID

NIHMS392742

Reference ID

1415