"My Parents Did Not Play about School": Examining the College Preparation Process between Black Women and Their Parents during High School

Autor/inn/en	Leath, Seanna; Ball, Paris; Seward, Miray D.; Billingsley, Janelle; Pfister, Theresa
Titel	"My Parents Did Not Play about School": Examining the College Preparation Process between Black Women and Their Parents during High School
Quelle	In: High School Journal, 105 (2021) 1, S.17-42 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	African American Students; College Readiness; Females; High Achievement; Socialization; Parent Influence; Undergraduate Students; Parent Background; Educational Attainment; Expectation; Majors (Students); Occupations; Success; Knowledge Level; College Admission; Academic Aspiration; School Choice; Cultural Capital + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Socialisation; Sozialisation; Elternhaus; Bildungsabschluss; Bildungsgut; Expectancy; Erwartung; Beruf; Berufsumfeld; Erfolg; Wissensbasis; Hochschulzugang; Hochschulzulassung; Zulassung; Choice of school; Schulwahl
Abstract	It is important to consider the cultural and community assets that influence Black girls' intentions to pursue higher education, such as parental messages on degree attainment and college success. The present qualitative study explored how high-achieving Black women perceived and internalized the college preparation socialization they received from parents during high school. We analyzed interview data from 50 Black undergraduate women (18-24 years) attending predominantly white institutions, and considered the role of parents' educational attainment on the messages they provided to their daughters. We identified five themes, including: (1) expectations of college major and future occupation, (2) pressure to succeed academically, (3) gaps in parental knowledge about college admissions, (4) affirming daughters' ambition about educational attainment, and (5) high school choice to maximize college admissions opportunity. The findings demonstrate how many parents' college preparation socialization served as a source of cultural capital. Parents' messages laid the groundwork for their daughters to see higher education as a future possibility, and many parents provided instrumental support during the college admissions process. Our study adds to the limited research on social class diversity and educational access among Black populations in the U.S. Authors discuss how high school educators can better support Black female learners. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: https://ed.unc.edu/high-school-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01