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Autor/in | Duncheon, Julia C. |
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Titel | Making Sense of College Readiness in a Low-Performing Urban High School: Perspectives of High-Achieving First Generation Youth |
Quelle | In: Urban Education, 56 (2021) 8, S.1360-1387 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085918756712 |
Schlagwörter | Educational Policy; College Readiness; Postsecondary Education; College Preparation; Low Achievement; Urban Schools; High School Students; High Achievement; College Bound Students; First Generation College Students; Student Attitudes; At Risk Students; Magnet Schools; Poverty; Minority Group Students; College Admission; Cognitive Development; Cognitive Ability; Skill Development; California (Los Angeles) Politics of education; Bildungspolitik; Post-secondary education; Tertiäre Bildung; Unterdurchschnittliche Leistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Armut; Hochschulzugang; Hochschulzulassung; Zulassung; Kognitive Entwicklung; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung |
Abstract | Policy efforts to enhance postsecondary access and completion often emphasize the construct of college readiness (CR). While most research has focused on defining and measuring CR, less has examined the perspectives of first generation students and the urban high school contexts in which many prepare for college. This study utilizes data from an ethnography of college preparation in a low-performing urban high school. Drawing on sensemaking theory, I explore how high-achieving college-bound seniors make sense of CR and what factors shape their sensemaking. Findings offer insight into how CR discourses manifest at the local level to shape opportunity for urban youth. (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 | 2024/1/01 |