享有特权的穷人 / Privileged poor

社会学家安东尼·亚伯拉罕·杰克提出了“享有特权的穷人”这一概念，指的是几乎没有经济资源但却懂得在大学里如何利用机会的穷孩子。

「应用场景」

出身社会下层的员工在学校真正欠缺的不是智力上的不足，而是文化上的落后：相比于出身上层的员工，他们对获得教育的途径以及如何充分利用这些途径知之较少。来自精英大学的证据表明，文化资本比财务资本更能预测学生将来的成功。比如，社会学家安东尼·亚伯拉罕·杰克提出了“享有特权的穷人”这一概念，指的是几乎没有经济资源但却懂得在大学里如何利用机会的人，这通常是因为他们在青少年时期一直得到领导力开发的非营利机构支持。他的研究表明，享有特权的穷人在教育上取得的成绩与经济地位更优越的同龄人相差无几。同样，实验表明，如果对父母没有受过高等教育的学生予以足够的帮助，令其在文化意义上适应大学，学生就会在学业上取得与其他学生相当的成绩。

The real deficit that workers from lower social-class origins suffer in school is not intellectual but cultural: They know less than those from higher class origins about what the pathways to education are and how to make the most of them. Evidence from elite colleges indicates that cultural capital matters more than financial capital in predicting which students will succeed. For example, the sociologist Anthony Abraham Jack identifies a group he calls the “privileged poor,” by which he means people with few economic resources who nevertheless understand how to take advantage of the opportunities at college, often because they have been supported in their teen years by nonprofit leadership-development organizations. The privileged poor, he has shown, achieve educational outcomes comparable to those of their economically advantaged peers. Similarly, experiments show that when sufficient effort is made to help first-generation students adjust culturally to college, they achieve the same academic outcomes that other students do.

以上文字选自《哈佛商业评论》中文版2021年1月刊《被遗忘的多元化维度》

保罗·英格拉姆（Paul Ingram）| 文

马冰仑 丨编辑