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 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 Going to College With a Posse: How Having High School Peers on Campus Supports College Achievement

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110492
Author(s):  
Kevin R. Binning ◽  
Lorraine R. Blatt ◽  
Susie Chen ◽  
Elizabeth Votruba-Drzal
Keyword(s):  
High School ◽  
First Generation ◽  
First Generation College Students ◽  
Large Network ◽  
Science Technology ◽  
The Social ◽  
College Achievement ◽  
First Generation College ◽  
And Mathematics

The social experience of transitioning to a 4-year university varies widely among students. Some attend with few or no prior contacts or acquaintances from their hometown; others attend with a large network of high school alumni. Using a sample (N = 43,240) of undergraduates spanning 7.5 years at a public university, we examine what factors predict high school peer prevalence (HSPP) on campus and whether HSPP predicts college achievement above and beyond such factors. Analyses found that HSPP was predicted by variables associated with societal privilege (e.g., being White, continuing generation). Above and beyond these variables, HSPP independently predicted higher grades in gateway STEM (science, technology, engineering, and mathematics) courses and, among first-generation college students, higher retention. The role of HSPP in fostering equity and inequity is discussed. A preprint of this article is available at https://psyarxiv.com/xhpuc/ .

Going to College with a Posse: How Having High School Peers on Campus Supports College Achievement

2021 ◽  
Author(s):  
Kevin R Binning ◽  
Lorraine R. Blatt ◽  
Susie Chen ◽  
Elizabeth Votruba-Drzal
Keyword(s):  
College Students ◽  
High School ◽  
First Generation ◽  
Public University ◽  
First Generation College Students ◽  
Large Network ◽  
The Social ◽  
College Achievement ◽  
First Generation College

The social experience of transitioning to a four-year university varies widely among students. Some attend with few or no prior contacts or acquaintances from their hometown; others attend with a large network of high school alumni. Using a sample (N=43,240) of undergraduates spanning 7.5 years at a public university, we examine what factors predict high school peer-prevalence on campus (HSPP) and whether HSPP predicts college achievement above and beyond such factors. Analyses found that HSPP was predicted by variables associated with societal privilege (e.g., being White, continuing generation). Above and beyond these variables, HSPP independently predicted higher grades in gateway STEM courses and, among first-generation college students, higher retention. The role of HSPP in fostering equity and inequity is discussed.

A Group Intervention for Prospective First-Generation College Students: Application With an Urban, African American Population

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2095729
Author(s):  
Krista Malott ◽  
Stacey Havlik ◽  
Shivam Gosai ◽  
Jose Diaz Davila
Keyword(s):  
College Students ◽  
African American ◽  
School Counselors ◽  
Group Intervention ◽  
First Generation ◽  
African American Youth ◽  
First Generation College Students ◽  
Qualitative Inquiry ◽  
College Going ◽  
First Generation College

We applied a qualitative inquiry to explore the experiences of African American youth engaging in a group intervention at an urban high school. Group topics were tailored to the needs of prospective first-generation college students to enhance youth social and academic capitol and identity strengthening. Experiences included changed perspectives and increased knowledge of the college-going experience that, in turn, increased participant sense of efficacy in completing college. We discuss implications for school counselors.

Sign in / Sign up

Export Citation Format

Share Document