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This article examines the coexistence of dominant and non-dominant cultural capital in the lives of low-income African American youth, highlighting how these students navigate the differing values placed on these forms of capital by educators. Through in-depth interviews, the research reveals that while students recognize the importance of dominant cultural capital for academic success, they also utilize non-dominant cultural capital to maintain their cultural identity and status within their communities. T

Author

Anaya Mundamattam

Language

EN