Course Enrollment in the High School: The Perspective of Working-Class Females

1985 ◽  
Vol 58 (1) ◽  
pp. 48 ◽  
Author(s):  
Jane Gaskell
Keyword(s):  
High School ◽  
Working Class ◽  
Course Enrollment

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.

scholarly journals Exploring the Relationships Between High School Course Enrollment, Achievement, and First-Semester College GPA

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Jeffrey M Warren ◽  
Camille L Goins
Keyword(s):  
High School ◽  
Advanced Placement ◽  
Future Research ◽  
Course Enrollment ◽  
Honors Courses ◽  
Grade Point ◽  
First Semester ◽  
College Gpa ◽  
K 12 ◽  
The Impact

This study explored the impact of Advanced Placement and honors course enrollment and high school grade point average (GPA) on first-semester college GPA. Data were collected from 131 college freshmen enrolled at a minority-serving institution who graduated from a public school during the previous academic year. A four-step hierarchical multiple regression analysis indicated that family structure, college status, enrollment in one or more Advanced Placement courses, and enrollment in five or more honors courses accounted for a significant amount of variance explained in first-semester college GPA, both individually and in combination. High school GPA intervened in these variables relationships with first-semester college GPA accounting for a significant amount of variance. Based on these findings, opportunities for future research and implications for K–12 schools and colleges are provided.

Track Placement and the Motivational Predictors of Math Course Enrollment

2017 ◽  
Vol 119 (11) ◽  
pp. 1-34
Author(s):  
Marcela Reyes ◽  
Thurston Domina
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Research Question ◽  
Motivational Beliefs ◽  
Course Enrollment ◽  
Student Groups ◽  
College Expectations ◽  
Nationally Representative ◽  
Els 2002

Background Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question This study addresses three research questions: First, how do students’ math course enrollment and motivational beliefs (i.e., self-efficacy in math, math utility, interest in math, and college expectations) differ by math track? Second, what is the relationship between students’ motivational beliefs and their decision to take four years of math? Third, to what extent does this relationship vary by math track and whether a student passes or fails a math course? Much of the relevant prior literature approaches these relations primarily from an individualistic psychological perspective, viewing motivation as a student-level attribute that similarly effects students’ decision-making process. By contrast, our analyses take a more contextual approach, focusing particular attention on the ways in which students’ math track placements shape their academic approaches and moderate the link between motivation and course-taking. Research Design This study uses secondary restricted-access data from the nationally representative Education Longitudinal Study (ELS: 2002). Students were surveyed and tested in mathematics during the base year (2002). In the follow-up (2004) year, data collectors requested academic transcripts for all participants along with follow-up student surveys and an additional math exam. Findings Our results coincide with previous motivation research that shows that students opt to take additional math courses when they are interested in math, consider themselves skillful in math, and have high college expectations. But the motivational predictors of math course enrollment vary with students’ initial math placement. For above-track students, interest in math is the strongest indicator that they will take four years of math, followed by self-efficacy in mathematics and college expectations, respectively. In contrast, for both low-track and on-track students, the strongest indicator of taking four years of math is college expectations. Conclusions Our study focused on students’ motivation and course enrollment, but this does not diminish the importance of tracking, curricular rigor, and teacher pedagogy. This study provides an additional way to improve inequities in math course enrollment, which is by making explicit recommendations for enhancing students’ motivation. Understanding which particular beliefs have the greatest influence on specific student groups allows educators to appropriately allocate limited resources and increase math course enrollment. This would likely be more effective than a one-size-fits-all approach.

scholarly journals Pilgrims and Missionaries of Social Peace: Geneva and Pontigny as Sites of Scandinavian Internationalism in Late Interwar Europe

2020 ◽  
Vol 7 (2) ◽  
pp. 5-29
Author(s):  
Andreas Mørkved Hellenes
Keyword(s):  
High School ◽  
Working Class ◽  
Social Democracy ◽  
International Understanding ◽  
Folk High School ◽  
Educational Ideals ◽  
Popular Movements ◽  
Interwar Europe ◽  
Transnational Activities

This article investigates two interlinked sites of Scandinavian socialist internationalism in continental Europe: the Nordic folk high school in Geneva and the humanistic centre created by French philosopher Paul Desjardins in Pontigny. Locating and situating these two nodes on the cultural-political map of late interwar Europe allows for a study of how actors from the popular movements in Denmark, Norway and Sweden mobilised educational ideals and practices to internationalise the experience of Scandinavian social democracy. The analysis shows how the transnational activities of the Nordic folk high school’s study course opened up new spaces for Scandinavian internationalism. In this way, the article argues, the school represented an experiment in internationalism from below where Nordism was deployed as a cultural strategy to create international understanding for working-class Scandinavians; and created new arenas for Nordic encounters with French political and intellectual milieus that admired Scandinavian democracy and social peace.

LAS FUNCIONES DE LA ESCUELA SECUNDARIA BRASILEÑA EN EL CONTEXTO DEL AJUSTE NEOLIBERAL Y DE LA CRISIS DEL CAPITAL

PARADIGMA ◽  
2020 ◽  
pp. 730-751
Author(s):  
Neide De Almeida Lança Galvão Favaro ◽  
Priscila Semzezem ◽  
Cleissiane Aguido Gotardo
Keyword(s):  
High School ◽  
Public Education ◽  
Working Class ◽  
Social Relations ◽  
Historical Materialism ◽  
Current Phase ◽  
Flexible Production ◽  
International Division ◽  
Human Formation ◽  
Class Rights

Brasil sufre ataques brutales contra los derechos de la clase trabajadora. Entre ellos está la Ley N° 13.415/2017, que cambia la escuela secundaria brasileña, impuesta por encima de manifestaciones y resistencias. Dada la importancia de su comprensión, esta investigación está basada en la referencia del materialismo histórico y analiza las funciones que asume la escuela secundaria con esa normativa, insertada en el marco de las políticas neoliberales y en medio de la fase actual de la reestructuración del capital mundial. En las relaciones sociales contradictorias típicas del capital monopolista, en el que Brasil ocupa una posición subordinada en la división internacional del trabajo, la flexibilización de la escuela secundaria es una de las estrategias de privatización de la educación pública y del control ideológico y político para la conformación de la clase trabajadora. Ello asegura la expansión de las tasas de ganancia del capital, necesarias para su reproducción por medio de crisis periódicas profundizadas desde la mitad de la década de 1970, promoviendo la degradación de la formación humana y su subsunción al capital.Palabras clave: Producción Flexible. Neoliberalismo. Escuela Secundaria.As Funções do Ensino Médio Brasileiro no Âmbito do Ajuste Neoliberal e da Crise do CapitalResumoO Brasil vivencia ataques brutais aos direitos da classe trabalhadora. Dentre eles situa-se a Lei nº 13.415/2017, que altera o Ensino Médio brasileiro, imposta à revelia de manifestações e resistências. Diante da importância de seu entendimento, esta pesquisa, pautada no referencial do materialismo histórico, analisa as funções que o Ensino Médio assume com essa normativa, inserida no arcabouço das políticas neoliberais, em meio à atual fase de reestruturação do capital mundial. Nas contraditórias relações sociais típicas do capital monopolista, em que o Brasil ocupa uma posição subalterna na divisão internacional do trabalho, a flexibilização do Ensino Médio figura dentre as estratégias de privatização da educação pública e de controle ideológico e político para a conformação da classe trabalhadora. Assegura-se, assim, a ampliação das taxas de lucro do capital, necessária para sua reprodução mediante as crises periódicas aprofundadas a partir de meados da década de 1970, promovendo a degradação da formação humana e suasubsunção ao capital.Palavras-chave: Produção Flexível, Neoliberalismo, Ensino Médio.Functions of brazilian high school in the context of neoliberal adjustment and the capital crisisAbstractBrazil experiences brutal attacks on working class rights. Among these attacks there is the Law number 13,415/2017, which changes the Brazilian High School, imposed behind manifestations and resistances. Given the importance of its understanding, this research is based on the reference of historical materialism and analyzes the functions that high school assumes with this normative, inserted in the neoliberal policies framework, amid the current phase of world capital restructuring. In the contradictory social relations typical of monopoly capital, in which Brazil occupies a subordinate position in the international division of labor, the flexibility of high school is among the strategies for privatizing public education and for ideological and politicalcontrol to make the working-class conformation. Hence, it ensures the expansion of the profit rates of capital, what is necessary for its reproduction through periodic crises deepened from the middle 1970s, promoting the degradation of human formation and its subsumption to capital.Keywords: Flexible production. Neoliberalism. High School.

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