ABSTRACT
The purpose of Chapter 3 is to describe how cultural capital was entangled with what the author has named “capitals of shame.” For example, at Milford, athletic cultural capital offered insight into how both traditional notions of cultural capital and the author's theorization of shame were at work simultaneously: Students were able to use their athletic abilities to engender a degree of physical and social wiggle room while also using shame as a tool against students who did not participate in athletics to garner more social mobility. Where Chapter 2 focused on the beginning of the day, Chapter 3 attends to the end of the school day, just before the closing bell. This chapter uses these dialogues on shame to think about how young men of color at the school wrestled with questions of identity and how they were identified by others in terms of race and gender.
