"Hopefully I Can Transfer:" Cooling out Postsecondary Aspirations of Latina/o/x Students

Autor/in	Acevedo, Nancy
Titel	"Hopefully I Can Transfer:" Cooling out Postsecondary Aspirations of Latina/o/x Students
Quelle	In: Equity & Excellence in Education, 53 (2020) 4, S.465-481 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1791281
Schlagwörter	College Transfer Students; Postsecondary Education; Academic Aspiration; Expectation; College Choice; High School Students; Hispanic American Students; College Applicants; Urban Schools; Disadvantaged Schools; Counselor Role; Teacher Influence; Educational Counseling; Access to Information; Proprietary Schools; Community Colleges; Vocational Education; Paying for College; Barriers; Social Justice; California + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Post-secondary education; Tertiäre Bildung; Expectancy; Erwartung; Studienortwahl; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; College applications; Studienbewerber; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Community college; Community College; Ausbildung; Berufsbildung; Studienfinanzierung; Soziale Gerechtigkeit; Kalifornien
Abstract	Guided by the frameworks of college-conocimiento and the cooling out function, this study examined the college choice process of Latina/o/x students who attended an under-resourced urban high school. Data for this study consisted of interviews with ten institutional agents, two oral history interviews with 34 Latina/o/x students, and observation field notes. Findings revealed that upon seeking college information, students were informed that the community college was more accessible than four-year college. The consistent message from advisors and teachers influenced the participants to enroll in community college, with aspirations to transfer to a four-year college. Upon applying to college, recruitment counselors from for-profit and community colleges offered vocational pathways as an alternative option to transferring. Implications for equity-minded research are discussed. Recommendations for socially just policies and asset-based practices are provided to bridge the high school-to-ollege transition for Latina/o/x students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01