ABSTRACT This study explored the interaction of school and students’ cultures at a Latino academic/social enrichment after-school programme in Georgia, USA. I researched if and how students used language, a defining aspect of cultures, as cultural capital while negotiating school and student discourses. This study is particularly important due to the current debates over the definition of American identity. This interpretive ethnographic research utilised Socio-linguistic and Critical Theory lenses. I found that there was a wide disparity in cultural capital between home and school discourses, and that although Latino students in this study realised this and were often disempowered when they did not participate in the mainstream school culture, they also knew how to negotiate between institution and discourse identities at times through their language use to suit their interests. Thus, this article is added evidence in the growing literature that cultural capital can be fluid rather than static.

中文翻译：

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文化资本差距：南部拉丁裔社区对家庭和学校话语的人种志研究

摘要本研究在美国乔治亚州的一个拉丁裔学术/社会充实课后计划中探索了学校与学生文化之间的相互作用。我研究了学生在协商学校和学生的话语时是否以及如何将语言这一文化的重要方面作为文化资本。由于当前有关美国身份定义的争论，这项研究尤其重要。这项解释性民族志研究使用了社会语言学和批判理论的镜头。我发现，家庭话语和学校话语之间的文化资本差异很大，尽管本研究中的拉美裔学生意识到了这一点，并且当他们不参加主流学校文化时经常被剥夺权力，他们还知道如何通过使用适合自己利益的语言，有时在机构和话语身份之间进行谈判。因此，本文在越来越多的文献中增加了证据，表明文化资本可以是流动的，而不是静止的。