Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Date of Award
Dissertation - Pacific Access Restricted
Doctor of Education (Ed.D.)
Educational Administration and Leadership
First Committee Member
Second Committee Member
Third Committee Member
The purpose of this study was to examine teachers' perceived changes in cultural, human, and social capital as a result of professional development. Research in the area of effective professional development is substantial. Similarly, the body of research on cultural, human, and social networks is extensive. This research is significant in that it aims to marry the body of research surrounding professional development and the bodies of research in cultural, human, and social capital. A case study approach was used to conduct an in-depth look at teachers' practices through teacher interviews and classroom observations. All teachers in the study participated in a high school level college-access program aimed at increasing the college-going rate of under-served youth. Further, each participant had at least three years' experience in the program. The research suggests that there may be a teacher typology even within a voluntary college preparatory program. This typology is not limited to the suggested categories of this study. Nor does this typology suggest that teachers are stagnant categories of this study. Nor does this typology suggest that teachers are stagnant within their assigned typology. Rather, the research suggests that there is a continuum of teacher ability with regards to implementation of practices and ideas around cultural, human, and social capital. Outcomes suggest that school administrators should examine their practices in monitoring and supporting the implementation of professional development. Further, school administrators should consider matching school reform initiative with teacher type. Recommendations for future research include expanding the research both within the college-preparatory program and with teachers not involved in a college-preparatory program. Future research may also want to analyze how professional development influences the development of other forms of capital.
Cervantez, Sammie L.. (2012). Teachers' perceived changes in cultural, human, and social capital as a result of involvement in a college access program. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/79
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.Find in PacificSearch Find in ProQuest
If you are the author and would like to grant permission to make your work openly accessible, please email
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).