Literaturnachweis - Detailanzeige
| Autor/inn/en | Martinez, Melissa A.; Welton, Anjalé D. |
|---|---|
| Titel | Examining College Opportunity Structures for Students of Color at High-"Minority," High-Poverty Secondary Schools in Texas |
| Quelle | In: Journal of School Leadership, 24 (2014) 5, S.800-841 (42 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | Access to Education; Minority Group Students; Poverty; High School Students; Hispanic American Students; African American Students; Qualitative Research; Social Capital; Counselor Role; Teacher Role; Access to Information; Student Personnel Services; Advanced Placement; College Preparation; Educational Quality; Accountability; State Standards; State Colleges; School Policy; College Choice; Mexican Americans; Racial Segregation; Semi Structured Interviews; Transcripts (Written Records); Texas Education; Access; Bildung; Zugang; Bildungszugang; Armut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Qualitative Forschung; Sozialkapital; Lehrerrolle; Quality of education; Bildungsqualität; Verantwortung; Schulpolitik; Studienortwahl; Rassentrennung |
| Abstract | This study conducts an intersectional analysis of two adjoined qualitative studies, reanalyzing the data using a college opportunity framework (González, Stoner, & Jovel, 2003) to examine how sources of social capital available within three high-"minority," high-poverty high schools in Texas shape college opportunities for Latina/o and Black high school students. Findings indicate that counselors and teachers were sources of college information and support while advanced courses prepared students for college-level curriculum. However, these same support mechanisms often deterred students' access to quality academic preparation and college information. The increased focus on state-mandated accountability measures at the schools also limited students' level of academic preparation and college access. Additionally, state college access policies designed to increase the college participation of underrepresented groups effectively accomplished this policy intent, but these same policies influenced students' college choice decisions. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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