College Is . . .: Focusing on the College Knowledge of Gang-Associated Latino Young Men

2020 ◽  
pp. 004208592093485 ◽  
Author(s):  
Adrian H. Huerta ◽  
Patricia M. McDonough ◽  
Kristan M. Venegas ◽  
Walter R. Allen
Keyword(s):  
Higher Education ◽  
High School ◽  
Postsecondary Education ◽  
Young Men ◽  
School Personnel ◽  
Ethnographic Study ◽  
College Knowledge ◽  
College Going ◽  
Educational Credential ◽  
Minimal Information

Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined “why” gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what college knowledge they possess. We found the students have aspirations to pursue postsecondary education degrees or credentials; however, they receive minimal information and support from school personnel to build the needed college-going behaviors and information to plan and prepare for higher education.

Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field

2021 ◽  
pp. 003804072110460
Author(s):  
Melanie Jones Gast
Keyword(s):  
High School ◽  
Middle Class ◽  
Working Class ◽  
College Access ◽  
Help Seeking ◽  
College Counseling ◽  
College Knowledge ◽  
High School Counseling ◽  
College Going ◽  
Knowledge Class

Past work and college–access programs often treat college knowledge as discrete pieces of information and focus on the amount of available college information. I use ethnographic and multiwave interview data to compare college–aspiring working- and middle–class black 9th and 11th graders across almost two years in high school along with their post–high school updates. Respondents were exposed to college–going messages but faced racial constraints and unclear expectations for college preparation and help seeking. Working-class respondents drew on hopeful uncertainty—a repertoire of hope for college admissions but uncertainty in the specifics—and they waited for assistance. Twelfth-grade working–class respondents experienced the effects of counseling problems and frustrations near application time. Middle-class and some working–class respondents used a repertoire of competitive groundwork to improve their competitiveness for four–year admissions, targeting their help seeking to navigate impending deadlines and late–stage counseling problems. My findings point to the timing and process of activating repertoires of college knowledge within a high school counseling field, suggesting the need to reconceptualize college knowledge in research on racial and class inequality in college access.

Reducing Inequality in High School Students’ College Knowledge: The Role of School Counselors

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110118
Author(s):  
Timothy A. Poynton ◽  
Richard T. Lapan ◽  
Sophie W. Schuyler
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
First Generation ◽  
College Knowledge ◽  
School Students ◽  
Twelfth Graders ◽  
College Going ◽  
K 12

This study examined inequalities in college knowledge across the high school years. Twelfth graders had significantly more college knowledge than ninth and 10th graders. Although college knowledge increased during high school among both first- and continuing-generation college-going students, we found significant between-group differences. Continuing-generation students had significantly more college knowledge than first-generation students, and the gap between groups widened across the high school years. School counselors are uniquely positioned within the K–12 education system to address inequalities such as the college knowledge gap through their roles as educators and leaders.

“This Is Your Worth”: Is the Catholic School Advantage in Urban Catholic Schools’ College Culture Disappearing in a Neoliberal Era?

2017 ◽  
Vol 51 (1) ◽  
pp. 3-32
Author(s):  
Paul J. Rodriguez ◽  
Felecia Briscoe
Keyword(s):  
High School ◽  
Holistic Approach ◽  
Catholic School ◽  
Ethnographic Study ◽  
High Rate ◽  
College Culture ◽  
Spiritual Values ◽  
Catholic High School ◽  
College Going ◽  
The Social

This ethnographic study of an urban Catholic high school examines its college culture, particular in regard to the Catholic School Advantage (CSA). We collected and critically analyzed multiple forms of data (archival, interviews, observations) at St. Peters High School (SPH) and its adjoining parish. We found a caring and holistic approach to teaching that is integral to the CSA. However, in regard to the college-going habitus, we found that neoliberal values had largely displaced earlier Catholic social values that related to the CSA. Thus, the college-going habitus was dominated by neoliberal economic values (including the worth of individual students and SPH) but largely silent about the social, academic, or spiritual values of students or institutions of higher education. We conclude that such a college-going habitus is likely not only to result in students’ high rate of college enrollment but also to jeopardize their ability to remain enrolled until they graduate.

scholarly journals Providing a Passport to the Future for Foster Youth: A Case for Educational Leadership and Policy

2018 ◽  
Vol 22 (1) ◽  
pp. 3-14
Author(s):  
Karen Stansberry Beard ◽  
Stanley E. Gates
Keyword(s):  
Higher Education ◽  
High School ◽  
Foster Care ◽  
Educational Leadership ◽  
Education Policy ◽  
Postsecondary Education ◽  
Vulnerable Populations ◽  
Educational Administration ◽  
Foster Youth ◽  
Aging Out

Carol, a teen forced into foster care, must learn how to navigate the path/road to postsecondary education. This case follows Carol’s matriculation through high school and the challenges she faces while trying to achieve her dream of going to college. Several challenges Carol encounters are discussed, such as her lack of higher education awareness, her need for tuition assistance, and aging out of foster care. The purpose of this case is to encourage future leaders to enhance opportunities for vulnerable populations, thus, it should be useful for students in education policy, educational administration, and higher education leadership.

Coach Brogan: South Central High School's Answer to Academic Achievement

1995 ◽  
Vol 7 (1) ◽  
pp. 310-323 ◽  
Author(s):  
Thomas P. Hébert
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Young Men ◽  
Ethnographic Study ◽  
Urban High School ◽  
High Ability ◽  
Effective Strategies ◽  
South Central ◽  
Central High School ◽  
Central High

How can one man make a difference for bright, young men? In an ethnographic study of high ability young men in an urban high school, one coach's influence was found to be crucial in motivating gifted males. Coach Brogan developed effective strategies to maintain high academic achievement amongst his championship athletes. This article presents a description of the culture of achievement surrounding the men's swim team at South Central High School and the strategies offered by the successful coach/educator.

scholarly journals Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences

2015 ◽  
Vol 2015 ◽  
pp. 1-10 ◽  
Author(s):  
Anne M. Roux ◽  
Paul T. Shattuck ◽  
Jessica E. Rast ◽  
Julianna A. Rava ◽  
Amy D. Edwards ◽  
...  
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
Autism Spectrum ◽  
Future Research ◽  
Adults With Autism ◽  
Two Year College ◽  
College Going ◽  
Nationally Representative ◽  
Transition Study ◽  
Vocational Courses

Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change during high school, and extracurricular participation was common (93.8%). Most 2-year college attenders (85.7%) were able to navigate to places outside the home versus 43.9% of those with no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Alternatives to Suspension: Viewpoints of High School Personnel

2012 ◽  
Author(s):  
Pamela Fenning ◽  
Katie Dahlvig ◽  
Elizabeth Engler ◽  
Stephanie Grunewald ◽  
Katie Bradshaw ◽  
...  
Keyword(s):  
High School ◽  
School Personnel
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