Saved by College

2017 ◽  
Author(s):  
Ranita Ray
Keyword(s):  
Higher Education ◽  
High School ◽  
Open Access ◽  
Service Industry ◽  
White Collar ◽  
Educational Opportunities ◽  
Institutions Of Higher Education ◽  
Marginalized Youth ◽  
High School To College ◽  
Transition From High School

This chapter highlights how marginalized youth attempt to mobilize resources they acquire from school, at work, and through nonprofits and churches in order to facilitate their transition from high school to college. It shows how these institutions generate resources, but they also impede young people’s opportunities for upward mobility. Having to balance the demands of school and work regularly overburden youth, making it difficult for them to succeed in school. Moreover, while organizations and institutions are occupied with educating marginalized youth, they also—and sometimes more importantly—discipline and police them. While the school and community construct the policing of youth as necessary to prepare them for a bright future, this chapter shows how and why the policing agenda often pose obstacles to their higher educational opportunities. In sum, while available resources collectively facilitate their college goals in some ways, such as admission and homework completion, they fall short of preparing them for the myriad daily struggles involved in succeeding in institutions of higher education. Meanwhile, open access to certain institutions of higher education—combined with the organization of labor in the service industry—allows youth to hold on to their aspirations of a college degree and white-collar jobs.

scholarly journals Encountering Adulthood

2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Len Fleischer
Keyword(s):  
Higher Education ◽  
High School ◽  
Emerging Adulthood ◽  
Rite Of Passage ◽  
American Life ◽  
High School To College ◽  
Transition From High School

The transition from high school to college has become a de facto rite of passage in modern American life. There is an absence of consensus in the culture of what might constitutie authentic markers of movement from adolescence to emerging adulthood. Thus, higher education is faced with the challenge of initiating adolescents into intentions, dispositions, and habits of character and intellect that might comport with what is understood to be healthy adulthood (Arnett, 2004; Elbot & Fulton, 2008; Fleischer, 2005).

Visually Impaired Students in Higher Education in Norway

1987 ◽  
Vol 81 (10) ◽  
pp. 482-484
Author(s):  
E.M. Haugann
Keyword(s):  
Higher Education ◽  
High School ◽  
Career Counseling ◽  
Visually Impaired ◽  
Counseling Services ◽  
Visually Impaired People ◽  
Impaired People ◽  
High School To College ◽  
Transition From High School ◽  
Visually Impaired Students

A sample of 40 visually impaired college students and older people were surveyed to determine areas for improvement in the educational system for visually impaired people in Norway. The survey found a strong need for career counseling services offering a wider range of occupations. Many of the respondents saw the need for a more diversified curriculum, ensuring a smoother 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.

The Mobility Puzzle and Irreconcilable Choices

2017 ◽  
Author(s):  
Ranita Ray
Keyword(s):  
Higher Education ◽  
Middle Class ◽  
Work Function ◽  
Service Industry ◽  
Cultural Norms ◽  
Marginalized Youth ◽  
Early Parenthood ◽  
Cultural Turn ◽  
Expansion Of Higher Education

This chapter provides an overview of academic debates around the role of structure, culture, and agency in understanding the reproduction of poverty. It is argued that the recent “cultural turn” in poverty studies continues to construct drugs, gangs, violence, and early parenthood as central narratives in the lives of poor black and brown youth, while it privileges middle-class cultural norms. In doing so, scholars ignore the trajectories of youth who continuously struggle to become upwardly mobile. Families, romantic ties, and institutions of school and work function in paradoxical ways in the lives of marginalized youth—providing support while creating impediments as youth are forced to figure out a complex mobility puzzle while piecing together the scant resources available to them. This chapter also highlights how expansion of higher education and the service industry shapes educational and occupational trajectories of marginalized youth. It concludes with a discussion on issues of fieldwork and methodology.

scholarly journals Determining Academic Success in Students with Disabilities in Higher Education

2019 ◽  
Vol 8 (2) ◽  
pp. 16 ◽  
Author(s):  
Stephanie Bain De Los Santos ◽  
Lori Kupczynski ◽  
Marie-Anne Mundy
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Success ◽  
Students With Disabilities ◽  
Faculty Involvement ◽  
University Administrators ◽  
College And University ◽  
High School To College ◽  
Transition From High School ◽  
Institutional Support Services

Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.

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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