scholarly journals Broadening conceptions of a “college-going culture”: The role of high school climate factors in college enrollment and persistence

2019 ◽  
Vol 18 (2) ◽  
pp. 314-340
Author(s):  
David S Knight ◽  
Julia C Duncheon
Keyword(s):  
High School ◽  
School Climate ◽  
School Safety ◽  
College Enrollment ◽  
Critical Role ◽  
Climate Factors ◽  
Linear Modeling ◽  
College Going ◽  
College Going Culture

As workforce participation increasingly requires a college degree, ensuring that more students from traditionally underrepresented populations have the opportunity to enter and complete college is an equity imperative. To that end, high school reforms have promoted “college-going cultures” in low-performing high schools through interventions such as rigorous course offerings and college counseling. College access research has focused on issues specific to academics and college-going processes. Yet this research has tended to ignore broader school climate factors such as school safety and extracurricular programming, which may play a critical role in postsecondary opportunity, especially for historically underserved students. The current study applies hierarchical generalized linear modeling to the Educational Longitudinal Study of 2002 to 2006 to examine the role of college-going culture and high school climate characteristics on college enrollment and persistence. We find that while some components of college-going culture are associated with the likelihood of college enrollment and persistence, that relationship is moderated by school climate factors. We conclude that efforts to implement a college-going culture may struggle if extracurricular opportunities, school safety, and overall school climate issues are ignored.

scholarly journals The Role of Bystander Perceptions and School Climate in Influencing Victims' Responses to Bullying: To Retaliate or Seek Support?

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Katrina Debnam ◽  
Catherine P. Bradshaw
Keyword(s):  
School Climate ◽  
Hierarchical Linear Modeling ◽  
School Safety ◽  
Bullying Prevention ◽  
Linear Modeling ◽  
Gender Influence ◽  
Bullying Prevention Programs ◽  
Being Bullied ◽  
Perceptions Of School

In order to reduce aggressive responses to bullying, schools nationwide have begun to implement bullying prevention programs that advise students to tell an adult, walk away, or ask the bully to stop. While previous work has demonstrated that individual differences (e.g., gender) influence the likelihood of students choosing assertive responses in lieu of aggressive responses, there has been less research on understanding how aspects of the school climate affect students’ responses to bullying. This study explores how perceptions of teacher and student intervention as well as perceptions of school safety and connectedness influence students’ likelihood of responding aggressively (i.e., retaliating) or seeking support from an adult. These data come from an online school climate survey administered to 25,308 students in 58 high schools. Three-level hierarchical linear modeling was conducted on a subset of 6,493 students who reported being bullied in the past year. Results suggest that bystander perceptions and school climate play a role in influencing students’ responses to bullying, both by decreasing the likelihood of victims using an aggressive response and increasing their likelihood of seeking support from school staff. Interventions that focus more holistically on changing school climate may better interrupt the cycle of violence.

scholarly journals Brokering College Opportunity for First-Generation Youth: The Role of the Urban High School

2018 ◽  
Vol 56 (1) ◽  
pp. 146-177 ◽  
Author(s):  
Julia C. Duncheon ◽  
Stefani R. Relles
Keyword(s):  
High School ◽  
Social Capital ◽  
First Generation ◽  
Critical Role ◽  
Capital Gains ◽  
Urban High School ◽  
Student Agency ◽  
College Going ◽  
College Opportunity

Social capital research has demonstrated the value of relationships and networks to enhance college opportunity for first-generation students. While most work has focused on individual students and their ties, high schools play a critical role in social capital processes by connecting students to external college access organizations and resources. This case study employs Mario Small’s organizational brokerage theory to investigate social capital formation among college-bound first-generation youth in an urban high school. Specifically, we explore how the school itself brokered college-going resources through its partner organizations. Findings illustrate a range of passive and active brokerage strategies that influenced the quantity and quality of available resources, and in turn, the amount of student agency required to secure social capital gains.

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

scholarly journals “They Always Call Me an Investment”: Gendered Familism and Latino/a College Pathways

2020 ◽  
Author(s):  
Sarah Ovink
Keyword(s):  
High School ◽  
Gender Differences ◽  
San Francisco ◽  
College Enrollment ◽  
College Attainment ◽  
The Past ◽  
College Going ◽  
College Choices ◽  
Gender Reversal ◽  
Racial Ethnic

In the past 20 years, Latinas have begun to outperform Latinos in high school completionand college enrollment, tracking the overall “gender reversal” in college attainment thatfavors women. Few studies have examined what factors contribute to Latinas’ increasingeducational success. This article focuses on gender differences in college-going behavioramong a cohort of 50 Latino/a college aspirants in the San Francisco East Bay Area.Through 136 longitudinal interviews, I examine trends in Latinos/as’ postsecondary pathwaysand life course decisions over a two-year period. Findings suggest evidence forgendered familism, in which gender and racial/ethnic beliefs intersect to differentiallyshape Latinos/as’ attitudes, behaviors, and college choices. Gendered familism encouragedLatinas to seek a four-year degree as a means of earning independence, whileLatinos expressed a sense of automatic autonomy that was not as strongly tied to educationaloutcomes.

An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship With Students’ College-Going Outcomes

2018 ◽  
Vol 35 (1) ◽  
pp. 131-158
Author(s):  
Rodney Hughes ◽  
Lauren Dahlin ◽  
Tara Tucci
Keyword(s):  
High School ◽  
Public Schools ◽  
Evaluation System ◽  
College Enrollment ◽  
Teaching Effectiveness ◽  
The United States ◽  
Teaching Evaluation ◽  
Multiple Measures ◽  
College Going ◽  
Significant Difference

In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges.

Fostering a College-Going Culture for Historically Underserved Students: One Principal's Role

2017 ◽  
Vol 27 (2) ◽  
pp. 242-268 ◽  
Author(s):  
Melissa A. Martinez ◽  
Daphne Everman
Keyword(s):  
Leadership Strategies ◽  
Public High School ◽  
Principal's Role ◽  
Descriptive Case Study ◽  
Underserved Students ◽  
College Ready ◽  
College Going ◽  
Diverse Student ◽  
College Going Culture

Current scholarship focused on a college-going culture, and college readiness in schools often underestimates or gives little attention to the role of the school leader. This study draws on qualitative data from a larger descriptive case study to help fill this gap by examining the role and approach of one principal at a public high school in Texas that has found success in graduating a large proportion of its racially and economically diverse student population college-ready. The principal's leadership strategies and the challenges he faced are revealed through his narrative and the perspective of multiple stakeholders to more aptly understand how his role and approach contributed to the school's college-going culture.

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