Hispanic Student Access to Advanced Placement Courses

Autor/inn/en	Borg, Susan; Combs, Julie P.; Onwuegbuzie, Anthony J.; Bustamante, Rebecca M.
Titel	Hispanic Student Access to Advanced Placement Courses
Quelle	(2011), S.12-37 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Hispanic American Students; Access to Education; Advanced Placement Programs; Suburban Schools; Work Ethic; Student Placement; Interpersonal Relationship; High School Seniors; Track System (Education); Student Attitudes; Social Capital; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Arbeitsethos; Schülerpraktikum; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Leistungsgruppe; Leistungsdifferenzierung; Schülerverhalten; Sozialkapital
Abstract	This qualitative, collective case study describes the perceptions of academically successful Hispanic students regarding their access to Advanced Placement (AP) courses in 4 suburban Texas high schools. A multistage, purposeful sampling scheme was used to select 28 participants for 4 focus groups. Six participants from the focus groups participated in interviews. The conceptual framework focused on Coleman's (1988) theory of social capital. Classical content analysis revealed 4 major themes: (a) future, (b) course placement, (c) educational work ethic, and (d) relationships. The theme of relationships varied the most with discussion of the value of relationships with counselors, peers, parents, teachers, and other family members. Participants had both positive and negative experiences with two subcategories, counselors and teachers, who influenced their opinions about their placement in courses. Implications for researchers and practitioners are provided. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01