"We Are Exposed to That College Environment": Exploring the Socialization of Early College High School Students

Autor/in	Duncheon, Julia C.
Titel	"We Are Exposed to That College Environment": Exploring the Socialization of Early College High School Students
Quelle	In: Community College Review, 48 (2020) 2, S.173-194 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552119898880
Schlagwörter	Dual Enrollment; High School Students; College Environment; Socialization; College Credits; At Risk Students; Academic Support Services; Community Colleges; Hispanic American Students; Socioeconomic Status; Parent Background; Educational Attainment; Student Attitudes; Texas + Suchen Sie Ihr Suchwort? Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulumwelt; Socialisation; Sozialisation; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Community college; Community College; Hispanic; Hispanic Americans; Hispanoamerikaner; Socio-economic status; Sozioökonomischer Status; Elternhaus; Bildungsabschluss; Bildungsgut; Schülerverhalten
Abstract	Objective: Early college high schools (ECHSs) allow high school students to accumulate credit toward an associate degree at little or no cost, often through partnerships with community colleges. The goal is to facilitate students' socialization into higher education, or the process of learning the skills, knowledge, and dispositions required for college success. However, whether and how this goal translates to practice remains under-studied. Using an organizational socialization framework, this study explores (a) How are ECHS students socialized into higher education? and (b) What do students learn from their ECHS experience? Method: This case study draws a sample of 111 traditionally underrepresented students, 13 teachers, and 1 principal at one ECHS in a U.S.-Mexico border region of Texas. Data were collected via interviews, demographic questionnaires, and documents, and coded using NVivo software. Results: Data analysis revealed three themes pertinent to students' socialization: (a) receiving academic support, (b) taking college courses, and (c) gaining independence. Across these categories, being able to participate in courses at the community college was especially critical for students' socialization. Findings also illustrate how tensions between the expectations of the college and those of the school district limited the socialization process. Contributions: This study has implications for research and policy regarding the benefits of ECHS and dual credit coursework, the importance of social experiences on a college campus, and the challenges of secondary-postsecondary misalignment in cross-sector partnerships. (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