"Wait, What Do You Mean by College?" A Critical Race Analysis of Latina/o Students and Their Pathways to Community College

Autor/in	Gaxiola Serrano, Tanya J.
Titel	"Wait, What Do You Mean by College?" A Critical Race Analysis of Latina/o Students and Their Pathways to Community College
Quelle	In: Community College Journal of Research and Practice, 41 (2017) 4-5, S.239-252 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2016.1251362
Schlagwörter	Hispanic American Students; Critical Theory; Race; Community Colleges; Access to Education; At Risk Students; High School Students; Qualitative Research; Elementary Secondary Education; Racial Differences; Minority Group Students; College Attendance; Racial Bias; Track System (Education); Access to Information; Expectation; Barriers; Semi Structured Interviews; Student Attitudes; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Kritische Theorie; Rasse; Abstammung; Community college; Community College; Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Oberschule; Qualitative Forschung; Rassenunterschied; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Racial discrimination; Rassismus; Leistungsgruppe; Leistungsdifferenzierung; Expectancy; Erwartung; Schülerverhalten; Kalifornien
Abstract	As a group, Latina/o students are more likely to experience a substandard K-12 education complete with underresourced schools, high teacher turnover, and fewer college-preparatory courses. It is this same inferior education that denies many Latina/o high school students the opportunity to engage in college-choice--leading to their disproportionate enrollment in community colleges over 4-year colleges or universities. In California alone, approximately 75% of Latina/o students in higher education can be found in the community college sector--making this an important pathway for many Latina/o students. This qualitative study incorporated a Critical Race Theory (CRT) in Education framework to focus on the racialized K-12 experiences of four Latina/o graduate students who started their postsecondary career at a community college. This study was undertaken to better understand what led Latina/o students to enroll in community colleges after high school. Exploring the pathways of Latina/o students from high school to community college is imperative to community college practitioners (i.e., faculty, staff, and administrators) when considering best practices for their large Latina/o student body, as is found in California. The initial findings suggest that racism in K-12 in the forms of tracking, limited college information, and low expectations from academic personnel had a direct impact on the postsecondary experiences and opportunities available to Latina/o students. Lastly, the findings challenge prevailing portrayals where Latina/o students passively accept their marginalized position in education by highlighting their voice, resiliency, and agency in the face of systematic racism, as evidenced by their successes in academia. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01