9310504 Thomas This study of a longitudinal data base examines the distribution of cultural capital through extracurricular activities and the relative impact of race and gender upon this social process and its outcomes. It draws upon the theories of Bourdieu and Passeron to explain the interactive processes by which schools differentiate learning opportunities through the knowledge associated with their informal curricular outcomes. The researchers will study 12 randomly-selected desegregated public high schools in six southern cities over a retrospective 25 year period, employing both qualitative and quantitative methods, including content analysis of school yearbooks, validated with school site observations, accreditation reports, and interviews. %%% The results of this research will contribute to sociological theories of education, and they will strengthen the knowledge base for policy decisions concerning school tracking and support for various kinds of extracurricular activities. ***
