Applying to College

Autor/in	Tierney, William G.
Titel	Applying to College
Quelle	In: Qualitative Inquiry, 15 (2009) 1, S.79-95 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-8004
DOI	10.1177/1077800408325329
Schlagwörter	Higher Education; Low Income Groups; At Risk Students; Social Influences; Males; Hispanic American Students; Socioeconomic Influences; College Applicants; College Bound Students; Personal Narratives; High School Students; Immigrants; Access to Education; Paying for College; College Preparation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Einfluss; Male; Männliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sozioökonomischer Faktor; College applications; Studienbewerber; Erlebniserzählung; High school; High schools; Oberschule; Immigrant; Immigrantin; Immigranten; Education; Access; Bildung; Zugang; Bildungszugang; Studienfinanzierung
Abstract	This article suggests that unlike their well-off counterparts who apply to college in the fall and know they will go somewhere when the applications have been sent, low-income students face unique challenges that extend the process in a manner entirely different from the wealthy. The notion that college-going is a cultural interpretation is circumscribed by constantly shifting forces rather than a rational choice. The author offers portraits of three 17-year-old male Latino youth who attend the same school to demonstrate how different their stances are toward college. The purpose is to move away from the essentialized notions of student identity. Even with three seemingly similar students the manner in which they interpret how to go about applying for college differs. The narrative strategy works from a standpoint that has sought to understand the meanings of applying to college from the perspectives of the three youth with whom the author has worked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10