scholarly journals “I Wasn’t Expecting It”: High School Experiences and Navigating Belonging in the Transition to College

2019 ◽  
pp. 216769681988211
Author(s):  
Carly Offidani-Bertrand ◽  
Gabriel Velez ◽  
Claudia Benz ◽  
Micere Keels
Keyword(s):  
High School ◽  
Emerging Adults ◽  
Students Of Color ◽  
School Context ◽  
Transition To College ◽  
College Life ◽  
High School Experiences ◽  
White Institutions ◽  
Qualitative Work ◽  
Racial Ethnic

For emerging adults transitioning to college, normative social and contextual shifts present challenges that are largely a productive aspect of development. But not all students have the same experiences, nor do all students manage similar experiences in similar ways. Black and Latinx emerging adults transitioning to Historically White Institutions must adjust not only to college life but also to feeling different and, sometimes, isolated. There is a dearth of qualitative work examining how students of color make meaning of their racial-ethnic experiences on campus. Our article draws on a mixed-methods study of Black and Latinx emerging adults’ transition to college to investigate how high school racial-ethnic contexts shape students’ interpretations of experiences of difference on college campuses. There was substantial variation in how Black and Latinx students interpreted experiences of difference on campus and coped with their feelings of otherness, and this variation was predicted by racial-ethnic high school context.

scholarly journals Class and the Classroom: The Role of Individual- and School-Level Socioeconomic Factors in Predicting College Students’ Academic Behaviors

2021 ◽  
Vol 9 (1) ◽  
pp. 53-65
Author(s):  
Cari Gillen-O’Neel ◽  
Emily C. Roebuck ◽  
Joan M. Ostrove
Keyword(s):  
College Students ◽  
High School ◽  
High Schools ◽  
Emerging Adults ◽  
Low Income ◽  
Family Income ◽  
School Context ◽  
School Level ◽  
Low Income Students ◽  
Academic Behaviors

This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.

Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers: An Elusive Goal

2012 ◽  
Vol 45 (2) ◽  
pp. 283-301 ◽  
Author(s):  
Ana Maria Villegas ◽  
Kathryn Strom ◽  
Tamara Lucas
Keyword(s):  
Students Of Color ◽  
Racial Ethnic

High School Context Effects on Aspirations

1977 ◽  
Vol 50 (4) ◽  
pp. 259 ◽  
Author(s):  
Duane F. Alwin ◽  
Luther B. Otto
Keyword(s):  
High School ◽  
Context Effects ◽  
School Context

Predicting academic success for students of color within STEM majors

2016 ◽  
Vol 10 (2) ◽  
pp. 124-134 ◽  
Author(s):  
John Gipson
Keyword(s):  
High School ◽  
Students Of Color ◽  
Test Scores ◽  
College Success ◽  
Standardized Test ◽  
Cumulative Effect ◽  
Standardized Test Scores ◽  
Content Type ◽  
College Gpa ◽  
High School Gpa

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

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