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 Nepantleras Building Bridges toward College Readiness: Latina/o/x Educators Fostering Equity in an Urban High School

2020 ◽  
Vol 10 (4) ◽  
pp. 88
Author(s):  
Nancy Acevedo
Keyword(s):  
High School ◽  
First Generation ◽  
First Generation College Students ◽  
Urban High School ◽  
College Aspirations ◽  
School Contexts ◽  
Self Reflection ◽  
College Going ◽  
First Generation College ◽  
College Information

This article builds on previous studies that establish urban high school contexts that Latina/o/x students likely navigate as under-resourced and deficit. Guided by the frameworks of community-oriented teachers of Color and nepantleras, this study takes an asset-based approach to examine how Latina/o/x educators fostered college aspirations and how they developed college-going structures to support college aspirations of Latina/o/x students. Findings clarify that through self-reflection and collaboration, teachers engaged in college information workshops, college exploration assignments, and supported students with applying to extracurricular internships. The study proposes the concept of community-oriented nepantlera educators who aim to develop a bridge between high school and college for Latina/o/x first-generation college students.

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.

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.

The role of social media in shaping first-generation high school students' college aspirations: A social capital lens

2013 ◽  
Vol 63 ◽  
pp. 424-436 ◽  
Author(s):  
Donghee Yvette Wohn ◽  
Nicole B. Ellison ◽  
M. Laeeq Khan ◽  
Ryan Fewins-Bliss ◽  
Rebecca Gray
Keyword(s):  
High School ◽  
Social Capital ◽  
Social Media ◽  
High School Students ◽  
First Generation ◽  
College Aspirations ◽  
School Students

scholarly journals Wider-community Segregation and the Effect of Neighbourhood Ethnic Diversity on Social Capital: An Investigation into Intra-Neighbourhood Trust in Great Britain and London

Sociology ◽  
2016 ◽  
Vol 51 (5) ◽  
pp. 1011-1033 ◽  
Author(s):  
James Laurence
Keyword(s):  
Social Capital ◽  
Great Britain ◽  
Ethnic Diversity ◽  
Linear Models ◽  
Critical Role ◽  
Hierarchical Linear Models ◽  
Negatively Associated ◽  
Community Segregation ◽  
Do So

Extensive research has demonstrated that neighbourhood ethnic diversity is negatively associated with intra-neighbourhood social capital. This study explores the role of segregation and integration in this relationship. To do so it applies three-level hierarchical linear models to two sets of data from across Great Britain and within London, and examines how segregation across the wider-community in which a neighbourhood is nested impacts trust amongst neighbours. This study replicates the increasingly ubiquitous finding that neighbourhood diversity is negatively associated with neighbour-trust. However, we demonstrate that this relationship is highly dependent on the level of segregation across the wider-community in which a neighbourhood is nested. Increasing neighbourhood diversity only negatively impacts neighbour-trust when nested in more segregated wider-communities. Individuals living in diverse neighbourhoods nested within integrated wider-communities experience no trust-penalty. These findings show that segregation plays a critical role in the neighbourhood diversity/trust relationship, and that its absence from the literature biases our understanding of how ethnic diversity affects social cohesion.

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.

Measuring College-Going Cultural Capital of Urban High School Seniors in a Voluntary College Preparatory Program

2021 ◽  
Vol 104 (3) ◽  
pp. 155-180
Author(s):  
Christine Knaggs ◽  
Toni Sondergeld ◽  
Kathleen Provinzano ◽  
John M. Fischer ◽  
Jeffrey Griffith
Keyword(s):  
High School ◽  
Cultural Capital ◽  
High School Seniors ◽  
College Preparatory ◽  
Urban High School ◽  
College Going ◽  
Preparatory Program

scholarly journals Neoatherosclerosis after Drug-Eluting Stent Implantation: Roles and Mechanisms

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Yuanyuan Cui ◽  
Yue Liu ◽  
Fuhai Zhao ◽  
Dazhuo Shi ◽  
Keji Chen
Keyword(s):  
First Generation ◽  
Critical Role ◽  
Late Complications ◽  
Drug Eluting Stent ◽  
Late Stent Thrombosis ◽  
Fibrous Cap ◽  
Close Relationship ◽  
Drug Eluting ◽  
Improve Clinical Outcome

In-stent neoatherosclerosis (NA), characterized by a relatively thin fibrous cap and large volume of yellow-lipid accumulation after drug-eluting stents (DES) implantation, has attracted much attention owing to its close relationship with late complications, such as revascularization and late stent thrombosis (ST). Accumulating evidence has demonstrated that more than one-third of patients with first-generation DES present with NA. Even in the advent of second-generation DES, NA still occurs. It is indicated that endothelial dysfunction induced by DES plays a critical role in neoatherosclerotic development. Upregulation of reactive oxygen species (ROS) induced by DES implantation significantly affects endothelial cells healing and functioning, therefore rendering NA formation. In light of the role of ROS in suppression of endothelial healing, combining antioxidant therapies with stenting technology may facilitate reestablishing a functioning endothelium to improve clinical outcome for patients with stenting.

scholarly journals Social capital and career planning amongst first generation and non-first generation high school and college students in Germany: a social network analysis approach

2021 ◽  
Author(s):  
Britta Wittner ◽  
Simone Kauffeld
Keyword(s):  
College Students ◽  
High School ◽  
Social Capital ◽  
High School Students ◽  
First Generation ◽  
Career Planning ◽  
School Students ◽  
Cross Sectional ◽  
Planning Stage ◽  
First Semester

AbstractAn important factor for First Generation High School students (FGS) in higher education is social capital. To highlight differences in social capital between FGS and their Non-FGS peers (NFGS) by analysing the structure of their ego-centred social networks and its’ effect on their career planning, we conducted two cross-sectional studies: on high school students during their first career planning stage and on college students at the beginning of their first semester. FGS have significantly less social capital in their networks than NFGS during school and university. Having academic supporters is associated with career planning amongst high school students, having instrumental support for career planning amongst college students.

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