Moving beyond the College-Preparatory High School Model to a College-Going Culture in Urban Catholic High Schools

Autor/in	Aldana, Ursula S.
Titel	Moving beyond the College-Preparatory High School Model to a College-Going Culture in Urban Catholic High Schools
Quelle	In: Journal of Catholic Education, 17 (2014) 2, S.131-153 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	College Preparation; High Schools; Catholic Schools; Low Income; Hispanic American Students; African American Students; Interviews; Urban Schools; Outcomes of Education; Student Attitudes; Teacher Attitudes; Ethnography; Student Needs; Educational Opportunities; Disproportionate Representation; Discourse Analysis; Males; High School Students; Mixed Methods Research; School Counselors; Educational Counseling + Suchen Sie Ihr Suchwort? High school; Oberschule; Katholische Schule; Niedriglohn; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Interviewing; Interviewtechnik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Schülerverhalten; Lehrerverhalten; Ethnografie; Bildungsangebot; Bildungschance; Diskursanalyse; Male; Männliches Geschlecht; High schools; School counselor; Beratungslehrer; Pädagogischer Berater; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung
Abstract	A college-going culture has been found to improve academic outcomes for underrepresented high school students (Allen, Kimura-Walsh, & Griffin, 2009; Stanton-Salazar, 2010). The research on Catholic high schools shows their college-preparatory environment ability to produce successful outcomes for African-American and Latino students (Bryk, Lee, & Holland, 1993). This study examines two urban Catholic high schools and how they construct opportunities for low-income Latino and Africa-American male students. The year-long study draws from 1) ethnographic field notes; 2) interviews with students and staff; 3) survey and 4) student data. Data suggests that although both schools focused on preparing students for college, only one maintained a college-going culture through its "college-going discourse" which better served the needs of its underrepresented students. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10