This Essay argues that scholars must consider the nonmonetary resources—specifically, the social capital24—that middle- and upper-income parents bring to the predominantly White schools their children attend. While scholars have recognized middle- and upper-income students as educational resources that can help bridge the achievement gap, they have yet to explore the effects of nonmonetary resources that middle- and upper-income White parents bring to predominantly White school districts, and how these resources advantage children in these schools. This Essay calls on social scientists to study these effects and urges lawmakers to support parents by (1) integrating schools and (2) funding programs that seek to level the playing field for students who attend schools with predominantly Black and Latinx students, whose parents lack the social capital that advantage students in wealthier, predominantly White schools.
Parental Social Capital
and Educational Inequality,
90 Fordham L. Rev. 2599
Available at: https://ir.lawnet.fordham.edu/flr/vol90/iss6/8