Shoes, Dues, and Other Barriers to College Attainment: Perspectives of Students Attending High-Poverty Urban High Schools

Autor/inn/en	Drotos, Stephanie M.; Cilesiz, Sebnem
Titel	Shoes, Dues, and Other Barriers to College Attainment: Perspectives of Students Attending High-Poverty Urban High Schools
Quelle	In: Education and Urban Society, 48 (2016) 3, S.221-244 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124514533793
Schlagwörter	Poverty; Urban Schools; High School Students; Barriers; Access to Education; Higher Education; Economically Disadvantaged; Paying for College; Time; Knowledge Level; Risk; Psychological Patterns; Social Capital; At Risk Students; Intervention; Study Skills; Semi Structured Interviews; Observation; Grounded Theory + Suchen Sie Ihr Suchwort? Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienfinanzierung; Zeit; Wissensbasis; Risiko; Sozialkapital; Studientechnik; Beobachtung
Abstract	Facilitating economically disadvantaged students' access to higher education is an important goal of educational policy. However, some practices toward this goal are based on theories and assumptions not informed by the students' conditions or needs. The purpose of this study was to understand the challenges faced by students from high poverty, urban high schools in their yearning for a college education. Analyses of interview and observation data from a yearlong study in six high-poverty schools revealed that economically disadvantaged students face contextual challenges that necessitate additional efforts and resources not required by others, including money, time, knowledge, courage, sacrifice, and taking risks. The findings are discussed in light of Bourdieu's theory of capital in education. Implications for educational policy and practice are outlined, including increased attention to non-psychological, structural factors impacting college attainment such as systemic and cumulative disadvantage resulting from lack of various forms of capital. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01