College Choice, Interrupted: Understanding the Choice Processes of Hurricane-Affected Puerto Rican Students in Florida

Autor/inn/en	Rodriguez, Awilda; Rosario-Ramos, Enid; Clasing Manquian, Paula; Rosario Colón, Adriana
Titel	College Choice, Interrupted: Understanding the Choice Processes of Hurricane-Affected Puerto Rican Students in Florida
Quelle	In: Journal of Higher Education, 92 (2021) 2, S.169-193 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2020.1803035
Schlagwörter	College Choice; Decision Making; Natural Disasters; Trauma; Relocation; Student Mobility; High School Students; Hispanic American Students; Student Adjustment; Expectation; Context Effect; State Policy; Postsecondary Education; Enrollment Trends; Costs; Community Colleges; Public Schools; Family Role; Counselor Role; Socioeconomic Background; Planning; Florida; Puerto Rico + Suchen Sie Ihr Suchwort? Studienortwahl; Decision-making; Entscheidungsfindung; Natural disaster; Naturkatastrophe; Umsetzung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; High school; High schools; Oberschule; Hispanic; Hispanic Americans; Hispanoamerikaner; Adjustment; Adaptation; Expectancy; Erwartung; Post-secondary education; Tertiäre Bildung; Cost; Kosten; Community college; Community College; Public school; Öffentliche Schule; Sozioökonomische Lage; Ablaufplanung; Planungsprozess
Abstract	After Hurricane María, approximately 3,500 students enrolled in on Florida's school district from Puerto Rico. Displaced Puerto Rican high schoolers incurred the transitional costs of forced migration at a time in their educational trajectories when they are formulating their postsecondary plans. While student mobility is not uncommon, prevailing college choice models do not account for changes in context. This embedded case study leverages 87 interviews across district stakeholders, including 10 high schoolers to examine whether and how changes in educational contexts (state policy, postsecondary landscape, and schools) influenced changes in postsecondary expectations through the lens of expectancy-value theory. First, Florida's policy context (as an English-only state with English-only testing) created a challenging environment for students to acquire diplomas, which reduced students' "expectations for success." Second, the enrollment patterns and institutional costs were vastly different between Puerto Rico and Florida; Florida counselors were unprepared to help students consider postsecondary options in Puerto Rico and emphasized "utility" and low "cost" of community college. Third, class mattered, as students from higher socio-economic backgrounds were less likely to change their educational expectations, relative to the downward shifts in expectations of low-SES students. We close with implications for college guidance, policy, and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01