Parental aspirations, schools, and the limits of flexible citizenship: Examining elite return migrants’ schooling decisions

2021 ◽  
pp. 001139212110485
Author(s):  
Adrienne Lee Atterberry
Keyword(s):  
High School ◽  
Return Migrant ◽  
Schooling Decisions ◽  
Primary And Secondary Education ◽  
Southwest India ◽  
The World ◽  
High School To College ◽  
Transition From High School ◽  
Do So ◽  
Migrant Parents

This article investigates how return migrant parents navigate primary and secondary education options in Bangalore, a city in southwest India, by addressing the following question: What factors do return migrant parents consider when making schooling decisions? Through analyzing interviews with return migrant parents from 37 different families, the author argues that parents ultimately want to give their children the skills necessary to pursue their educational and professional interests anywhere in the world. To do so, parents select the ‘best’ school for their child, taking into consideration its demographics, curriculum, and reputation. However, in the process of crafting their children’s transnational futures, parents encounter stumbling blocks as they prepare for the transition from high school to college.

scholarly journals Behavioral risks during the transition from high school to college.

2008 ◽  
Vol 44 (5) ◽  
pp. 1497-1504 ◽  
Author(s):  
Kim Fromme ◽  
William R. Corbin ◽  
Marc I. Kruse
Keyword(s):  
High School ◽  
High School To College ◽  
Transition From High School

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

High School to College: Transition Experiences of Young Adults With Autism

2015 ◽  
Vol 34 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Charlotte Y. Alverson ◽  
Lauren E. Lindstrom ◽  
Kara A. Hirano
Keyword(s):  
High School ◽  
Young Adults ◽  
Postsecondary Education ◽  
College Transition ◽  
Transition Planning ◽  
Adults With Autism ◽  
Disability Awareness ◽  
High School To College ◽  
Transition Experiences ◽  
Transition From High School

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews ( N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals.

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