scholarly journals Why College Is Worth It

2020 ◽  
pp. 59-88
Author(s):  
Herzog Patricia
Keyword(s):  
College Students ◽  
High School ◽  
Social Class ◽  
Cultural Capital ◽  
College Experience ◽  
Economic Resources ◽  
Rules Of The Game

Chapter 3 addresses the ways that social class, economic resources, and family backgrounds affect students’ experiences of college. Students learn about the value of college: that college is important to earn a degree for specific skills and credentials, while it also teaches the “rules of the game,” referred to in scholarship as acquiring cultural capital. This chapter also addresses how students’ social class backgrounds affect how easy, hard, or different from high school they find the college experience to be, and how these experiences can shape the kinds of skills and talents that students gravitate to and build during college.

Social Class, Gender, and Attitudes toward Education for Parenthood of High School and College Students

1982 ◽  
Vol 51 (1) ◽  
pp. 147-154 ◽  
Author(s):  
K. Robert Bridges
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Social Class ◽  
School Students ◽  
College Sample ◽  
School Sample ◽  
Attitudes Toward Education ◽  
And Gender ◽  
Item Scale

Attitudes toward education for parenthood were measured with a 30-item scale administered to 278 high school students and 515 college students. It was hypothesized that social class and gender are related to these attitudes. While the high school sample yielded scores significantly higher for middle-class students and females, the college sample yielded no such differences. The data suggest that, among high school students, the over-all goals of education for parenthood programs may be less acceptable for members of the working class and males. These results are discussed with regard to implications for the development and implementation of such programs.

Misconceptions Tests or Misconceived Tests?

1987 ◽  
Vol 14 (4) ◽  
pp. 210-214 ◽  
Author(s):  
Richard A. Griggs ◽  
Sarah E. Ransdell
Keyword(s):  
College Students ◽  
High School ◽  
College Experience ◽  
Introductory Psychology ◽  
Introductory Psychology Class ◽  
Specific Test ◽  
Test Items ◽  
Psychology Class ◽  
Psychology Course ◽  
Large Improvement

It was found that taking a psychology course in high school did not improve the performance of college students in an introductory psychology class on a modified version of Vaughan's (1977) misconceptions test. However, college experience did lead to a significant, but not large, improvement. A comparison of our results with those from previous studies, along with an analysis of specific test items, indicated that perhaps the test itself is misconceived.

Outcomes of social class and classism in first- and continuing-generation college students.

2016 ◽  
Vol 63 (4) ◽  
pp. 487-496 ◽  
Author(s):  
Blake A. Allan ◽  
Patton O. Garriott ◽  
Chesleigh N. Keene
Keyword(s):  
College Students ◽  
Social Class

Self-respect and disrespect: A factor-analytic study of high school and college students

2011 ◽  
Author(s):  
Tyler Hunt ◽  
David Shwalb ◽  
Cameron Brown ◽  
Alayna Purdy ◽  
Jenna Flynn ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
Analytic Study ◽  
Factor Analytic ◽  
Factor Analytic Study

Moving Up without Losing Your Way

2019 ◽  
Author(s):  
Jennifer Morton
Keyword(s):  
Higher Education ◽  
College Students ◽  
Social Mobility ◽  
Low Income ◽  
Upward Mobility ◽  
Ethical Dilemmas ◽  
Sense Of Self ◽  
College Experience ◽  
Career Opportunities ◽  
Community Finding

Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, this book looks at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. The book reframes the college experience, factoring in not just educational and career opportunities but also essential relationships with family, friends, and community. Finding that student strivers tend to give up the latter for the former, negating their sense of self, the book seeks to reverse this course. It urges educators to empower students with a new narrative of upward mobility—one that honestly situates ethical costs in historical, social, and economic contexts and that allows students to make informed decisions for themselves. The book paves a hopeful road so that students might achieve social mobility while retaining their best selves.

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