Whose College Readiness Is It Anyway? College Readiness, Cultural, Economic and Social Capital, and Access to Pre-College Transition Programs

Autor/in	Gray-Nicolas, Nakia Marissa
Titel	Whose College Readiness Is It Anyway? College Readiness, Cultural, Economic and Social Capital, and Access to Pre-College Transition Programs
Quelle	(2017), (264 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, New York University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-4912-2
Schlagwörter	Hochschulschrift; Dissertation; College Readiness; Cultural Capital; Economic Factors; Social Capital; Access to Education; Transitional Programs; High School Students; College Bound Students; Mixed Methods Research; Case Studies; Interdisciplinary Approach; Definitions; Program Implementation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ökonomischer Faktor; Sozialkapital; Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Begriffsbestimmung
Abstract	In the United States, the majority of high school graduates are not academically prepared for the rigor of postsecondary education or equipped with the skills necessary to enter the workforce (American College Test [ACT], 2012; Barnes & Slate, 2010; Conley, 2007a, 2007b). Often blamed for this lack preparation are inconsistent linkages between high schools and higher education institutions, inadequate academic preparation, lack of rigorous course work, and an absence of proper guidance and support. The changing role and additional responsibilities of high school counselors and the emergence of pre-college transition programs were intended to create systems designed to promote a seamless transition between high school and college and promote college readiness capital (Allen, 2010; Boswell, 2000; Boswell, 2001; Schneider, 2009). Utilizing an embedded mixed methods approach, this multi-case study aimed to situate and contextualize college readiness as it relates to cultural, social, and economic capital, and access to pre-college transition programs by exploring the within-school context of a small high school, a transfer high school, and a large high school. The study findings demonstrate that students tended to utilize pre-college transition programs that were embedded in the school curricula because external programming information was passively or poorly disseminated. Interdisciplinary teams and increased college ready coursework, as college readiness factors of capital, increased students preparedness for post-secondary education. This study highlights the importance of examining the within-school context in defining college readiness and establishing college preparation programming. The study also highlights the significance of definitions and implementation of college readiness as representatives of capital for marginalized high school populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01