Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field

Autor/in	Gast, Melanie Jones
Titel	Reconceptualizing College Knowledge: Class, Race, and Black Students in a College-Counseling Field
Quelle	In: Sociology of Education, 95 (2022) 1, S.43-60 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gast, Melanie Jones)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407211046053
Schlagwörter	College Bound Students; Academic Aspiration; Middle Class; African Americans; Race; Racial Factors; College Admission; Admissions Counseling; Barriers; Equal Education; College Preparation; Culture; California + Suchen Sie Ihr Suchwort? Mittelschicht; Afroamerikaner; Rasse; Abstammung; Hochschulzugang; Hochschulzulassung; Zulassung; Kultur; Kalifornien
Abstract	Past work and college-access programs often treat college knowledge as discrete pieces of information and focus on the amount of available college information. I use ethnographic and multiwave interview data to compare college-aspiring working- and middle-class black 9th and 11th graders across almost two years in high school along with their post-high school updates. Respondents were exposed to college-going messages but faced racial constraints and unclear expectations for college preparation and help seeking. Working-class respondents drew on "hopeful uncertainty"--a repertoire of hope for college admissions but uncertainty in the specifics--and they waited for assistance. Twelfth-grade working-class respondents experienced the effects of counseling problems and frustrations near application time. Middle-class and some working-class respondents used a repertoire of "competitive groundwork" to improve their competitiveness for four--year admissions, targeting their help seeking to navigate impending deadlines and late--stage counseling problems. My findings point to the timing and process of activating repertoires of college knowledge within a high school counseling field, suggesting the need to reconceptualize college knowledge in research on racial and class inequality in college access. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01