자연주의적 탐구조사(Naturalistic Inquiry)

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

The student financial aid programs that were authorized under Title IV of the Higher Education Act were intended to ensure that inadequate financial resources would not limit access to college. Nonetheless, despite substantial investment in student financial aid not only by the federal government but also by state governments, colleges and universities, and other entities, college access and choice remain stratified by socioeconomic status (SES) and race/ethnicity. Although students received about $122 billion in financial aid from all sources in 2003–04 (The College Board, 2004), individuals with low family incomes, individuals whose parents have not attended college, African-Americans, and Hispanics are less likely than other individuals to enroll in college. When they do enroll, these groups are concentrated in lower price institutions, such as public two-year colleges and less selective four-year colleges and universities (Baum and Payea, 2004; Ellwood and Kane, 2000; National Center for Education Statistics [NCES], 2003, 2004; Thomas and Perna, 2004). For example, although college enrollment rates increased over the past two decades for 18to 24-year-old high school graduates regardless of family income, college enrollment rates continue to be substantially lower for students in the lowest family income quartile than for students in the highest family income quartile (Mortenson, 2001). The current 30percentage point gap in college enrollment rates between low-income and high-income students is comparable to the size of the gap in the 1960s (Gladieux and Swail, 1999). Descriptive analyses show that smaller percentages of students with low family incomes than of students with high family incomes expect to graduate from college, take a college entrance examination, apply to a four-year college, and enroll in a four-year college,

Studying college access and choice: a proposed conceptual model

Through interviews and focus groups with 106 high school juniors and seniors, this research examined the college choice process for Latina and Latino students in the greater Los Angeles basin. Using chain migration theory within a social capital framework, the results indicated that as primarily first-generation college students, the students in this sample relied heavily on siblings, peers, relatives, and high school contacts for purposes of postsecondary planning and for creating a college consideration and application set.

Understanding Latina and Latino College Choice: A Social Capital and Chain Migration Analysis

This article examines the extent to which indicators of the college-going climate of urban high schools are associated with students’ application to, enrollment in, and choice among four-year colleges. The investigators examine two mechanisms by which high schools may shape college enrollment among low-income students in an urban school system: (1) by ensuring whether seniors who aspire to a four-year college degree take the steps to apply to and enroll in a four-year college, and (2) by influencing whether students enroll in colleges with selectivity levels at or above the kinds of colleges they are qualified to attend (a “college match”). We investigate different approaches to measuring college-going climate and develop new indicators. Findings suggest that qualifications and college aspirations will not necessarily translate into four-year college enrollment if urban high schools do not develop organizational norms and structures that guide students effectively through the college application process. ...

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Potholes on the Road to College High School Effects in Shaping Urban Students’ Participation in College Application, Four-year College Enrollment, and College Match

Using life history research methods, this study sought to understand how relationships with family and school personnel affect postsecondary opportunities for Latina students. The focus is on prima...

Examining the Role of Social Capital in Access to College for Latinas: Toward a College Opportunity Framework

The numbers of Latinas who attend college, stay in college, graduate, and attend graduate school escalated in the 1990s, surpassing gains made by any other underrepresented group of students in higher education. However, their achievements come at a personal cost, as the high-achieving Latinas profiled in this chapter demonstrate.

Latinas: The new Latino majority in college

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Jennifer E. Jovel

Papers

Examining the Role of Social Capital in Access to College for Latinas: Toward a College Opportunity Framework

Latinas: The new Latino majority in college

Examining Opportunities for Latinas in Higher Education: Toward a College Opportunity Framework. ASHE Annual Meeting Paper.