Two Roads Diverged: Exploring Variation in Students' School Choice Experiences by Socioeconomic Status, Parental Nativity, and Ethnicity

Autor/in	Sattin-Bajaj, Carolyn
Titel	Two Roads Diverged: Exploring Variation in Students' School Choice Experiences by Socioeconomic Status, Parental Nativity, and Ethnicity
Quelle	In: Journal of School Choice, 8 (2014) 3, S.410-445 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2014.942174
Schlagwörter	School Choice; High Schools; Educational Quality; Socioeconomic Status; Middle School Students; Selective Admission; Asian American Students; Immigrants; Middle Class; Low Income; Interviews; Latin Americans; Hispanic American Students; Student Attitudes; Knowledge Level; Parent Attitudes; Equal Education; Grade 8; Semi Structured Interviews; New York + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; High school; Oberschule; Quality of education; Bildungsqualität; Socio-economic status; Sozioökonomischer Status; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bildungsselektion; Asian immigrant; United States; Asiatischer Einwanderer; USA; Studentin; Immigrant; Immigrantin; Immigranten; Mittelschicht; Niedriglohn; Interviewing; Interviewtechnik; Latin America; People; Lateinamerika; Bevölkerung; Volk; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerverhalten; Wissensbasis; Elternverhalten; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This article examines the high school search activities, choices, and final assignments of academically similar, but ethnically and socioeconomically different, eighth-grade students attending one New York City middle school. Despite being comparable candidates for admission to academically competitive high schools, the middle-class children of Asian immigrants were significantly more likely than the children of lower-income Latin American immigrants to be assigned to the highest performing schools. Interviews with 15 students revealed systematic differences in their knowledge, resources, and engagement in high school choice that help explain the disparity in the academic quality of their high school assignments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10