Linguistic Minority Students Go to College: Preparation, Access, and Persistence

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Sonst. Personen	Kanno, Yasuko (Hrsg.); Harklau, Linda (Hrsg.)
Titel	Linguistic Minority Students Go to College: Preparation, Access, and Persistence
Quelle	(2012), (270 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4158-9061-8
Schlagwörter	Language Minorities; English (Second Language); Elementary Secondary Education; Academic Persistence; Academic Achievement; Access to Education; College Preparation; Postsecondary Education; Higher Education; Racial Differences; Ethnicity; Gender Differences; Socioeconomic Influences; Parents; Educational Attainment; Expectation; Track System (Education); Identification (Psychology); Educational Environment + Suchen Sie Ihr Suchwort? Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Sozioökonomischer Faktor; Eltern; Bildungsabschluss; Bildungsgut; Expectancy; Erwartung; Leistungsgruppe; Leistungsdifferenzierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Currently, linguistic minority students--students who speak a language other than English at home--represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking volume showcases new research on these students' preparation for, access to, and persistence in college. Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of linguistic minority students' access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students' language proficiency and its impact on college education, to look at issues such as student race/ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate. Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students' higher education opportunities. Contents of this book include: (1) Linguistic Minority Immigrants Go to College: Introduction (Yasuko Kanno and Linda Harklau); (2) High School ESL Placement: Practice, Policy, and Effects on Achievement (Rebecca M. Callahan and Dara R. Shifrer); (3) Linguistic Minority Students' Opportunities to Learn High School Mathematics (Eduardo Mosqueda); (4) Paving the way to college: An analysis of an International Baccalaureate Diploma Program serving immigrant students in California (Anysia P. Mayer); (5) How Paola Made It to College: A Linguistic Minority Student's Unlikely Success Story (Linda Harklau and Shelly McClanahan); (6) Top 10% Linguistically Diverse Students' Access and Success at Texas Public Universities (Cristobal Rodriguez); (7) Who are Linguistic Minority Students in Higher Education?: An Analysis of the Beginning Postsecondary Students Study 2004 (Anne-Marie Nunez and P. Johnelle Sparks); (8) Immigrant English Learners' Transitions to University: Student Challenges and Institutional Policies (Yasuko Kanno and Sarah Arva Grosik); (9) A Linguistic Minority Student's Discursive Framing of Agency and Structure (Manka M. Varghese); (10) Navigating "Open Access" Community Colleges: Matriculation Policies and Practices for U.S.-Educated Language Minority Students (George C. Bunch and Ann K. Endris); (11) Retention of English Learner Students at a Community College (Cate Almon); (12) Contextualizing the Path to Academic Success: Culturally and Linguistically Diverse Students Gaining Voice and Agency in Higher Education (Melissa Holmes, Cristina Fanning, Amanda Morales, Pedro Espinoza, and Socorro Herrera); (13) Benefits and Costs of Exercising Agency: A Case Study of an English Learner Navigating a Four-Year University (Ronald Fuentes); and (14) Citizens vs. Aliens: How Institutional Policies Construct Linguistic Minority Students (Shawna Shapiro). (ERIC).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10