Literaturnachweis - Detailanzeige
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 |
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 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 |