Deciding to Pursue a College-Going Possible Self in a High-Poverty High School

2017 ◽  
Author(s):  
David B. Naff
Keyword(s):  
High School ◽  
High Poverty ◽  
College Going

Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field

2021 ◽  
pp. 003804072110460
Author(s):  
Melanie Jones Gast
Keyword(s):  
High School ◽  
Middle Class ◽  
Working Class ◽  
College Access ◽  
Help Seeking ◽  
College Counseling ◽  
College Knowledge ◽  
High School Counseling ◽  
College Going ◽  
Knowledge Class

Past work and college–access programs often treat college knowledge as discrete pieces of information and focus on the amount of available college information. I use ethnographic and multiwave interview data to compare college–aspiring working- and middle–class black 9th and 11th graders across almost two years in high school along with their post–high school updates. Respondents were exposed to college–going messages but faced racial constraints and unclear expectations for college preparation and help seeking. Working-class respondents drew on hopeful uncertainty—a repertoire of hope for college admissions but uncertainty in the specifics—and they waited for assistance. Twelfth-grade working–class respondents experienced the effects of counseling problems and frustrations near application time. Middle-class and some working–class respondents used a repertoire of competitive groundwork to improve their competitiveness for four–year admissions, targeting their help seeking to navigate impending deadlines and late–stage counseling problems. My findings point to the timing and process of activating repertoires of college knowledge within a high school counseling field, suggesting the need to reconceptualize college knowledge in research on racial and class inequality in college access.

Measuring College-Going Cultural Capital of Urban High School Seniors in a Voluntary College Preparatory Program

2021 ◽  
Vol 104 (3) ◽  
pp. 155-180
Author(s):  
Christine Knaggs ◽  
Toni Sondergeld ◽  
Kathleen Provinzano ◽  
John M. Fischer ◽  
Jeffrey Griffith
Keyword(s):  
High School ◽  
Cultural Capital ◽  
High School Seniors ◽  
College Preparatory ◽  
Urban High School ◽  
College Going ◽  
Preparatory Program

scholarly journals “They Always Call Me an Investment”: Gendered Familism and Latino/a College Pathways

2020 ◽  
Author(s):  
Sarah Ovink
Keyword(s):  
High School ◽  
Gender Differences ◽  
San Francisco ◽  
College Enrollment ◽  
College Attainment ◽  
The Past ◽  
College Going ◽  
College Choices ◽  
Gender Reversal ◽  
Racial Ethnic

In the past 20 years, Latinas have begun to outperform Latinos in high school completionand college enrollment, tracking the overall “gender reversal” in college attainment thatfavors women. Few studies have examined what factors contribute to Latinas’ increasingeducational success. This article focuses on gender differences in college-going behavioramong a cohort of 50 Latino/a college aspirants in the San Francisco East Bay Area.Through 136 longitudinal interviews, I examine trends in Latinos/as’ postsecondary pathwaysand life course decisions over a two-year period. Findings suggest evidence forgendered familism, in which gender and racial/ethnic beliefs intersect to differentiallyshape Latinos/as’ attitudes, behaviors, and college choices. Gendered familism encouragedLatinas to seek a four-year degree as a means of earning independence, whileLatinos expressed a sense of automatic autonomy that was not as strongly tied to educationaloutcomes.

An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship With Students’ College-Going Outcomes

2018 ◽  
Vol 35 (1) ◽  
pp. 131-158
Author(s):  
Rodney Hughes ◽  
Lauren Dahlin ◽  
Tara Tucci
Keyword(s):  
High School ◽  
Public Schools ◽  
Evaluation System ◽  
College Enrollment ◽  
Teaching Effectiveness ◽  
The United States ◽  
Teaching Evaluation ◽  
Multiple Measures ◽  
College Going ◽  
Significant Difference

In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges.

scholarly journals Nepantleras Building Bridges toward College Readiness: Latina/o/x Educators Fostering Equity in an Urban High School

2020 ◽  
Vol 10 (4) ◽  
pp. 88
Author(s):  
Nancy Acevedo
Keyword(s):  
High School ◽  
First Generation ◽  
First Generation College Students ◽  
Urban High School ◽  
College Aspirations ◽  
School Contexts ◽  
Self Reflection ◽  
College Going ◽  
First Generation College ◽  
College Information

This article builds on previous studies that establish urban high school contexts that Latina/o/x students likely navigate as under-resourced and deficit. Guided by the frameworks of community-oriented teachers of Color and nepantleras, this study takes an asset-based approach to examine how Latina/o/x educators fostered college aspirations and how they developed college-going structures to support college aspirations of Latina/o/x students. Findings clarify that through self-reflection and collaboration, teachers engaged in college information workshops, college exploration assignments, and supported students with applying to extracurricular internships. The study proposes the concept of community-oriented nepantlera educators who aim to develop a bridge between high school and college for Latina/o/x first-generation college students.

College Is . . .: Focusing on the College Knowledge of Gang-Associated Latino Young Men

2020 ◽  
pp. 004208592093485 ◽  
Author(s):  
Adrian H. Huerta ◽  
Patricia M. McDonough ◽  
Kristan M. Venegas ◽  
Walter R. Allen
Keyword(s):  
Higher Education ◽  
High School ◽  
Postsecondary Education ◽  
Young Men ◽  
School Personnel ◽  
Ethnographic Study ◽  
College Knowledge ◽  
College Going ◽  
Educational Credential ◽  
Minimal Information

Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined “why” gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what college knowledge they possess. We found the students have aspirations to pursue postsecondary education degrees or credentials; however, they receive minimal information and support from school personnel to build the needed college-going behaviors and information to plan and prepare for higher education.

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