Barriers to College Access for Latino/a Adolescents: A Comparison of Theoretical Frameworks

Autor/in	Gonzalez, Laura M.
Titel	Barriers to College Access for Latino/a Adolescents: A Comparison of Theoretical Frameworks
Quelle	In: Journal of Latinos and Education, 14 (2015) 4, S.320-335 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2015.1091315
Schlagwörter	Hispanic American Students; Access to Education; Barriers; Higher Education; Colleges; Adolescents; Social Capital; Social Cognition; Models; Intervention; Literature Reviews; Disadvantaged Youth; Career Planning; Self Efficacy + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sozialkapital; Soziale Kognition; Analogiemodell; Benachteiligter Jugendlicher; Karriereplanung; Self-efficacy; Selbstwirksamkeit
Abstract	A comprehensive description of barriers to college access for Latino/a adolescents is an important step toward improving educational outcomes. However, relevant scholarship on barriers has not been synthesized in a way that promotes coherent formulation of intervention strategies or constructive scholarly discussion. The goal of this article is to synthesize the barriers literature briefly as a basis for comparing and evaluating possible frameworks for addressing barriers. The bridging multiple worlds model, social capital theory, and social cognitive career theory are 3 possible frameworks for addressing barriers to college access for Latinos/as. Implications are given for future barriers research and programmatic interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01