"You Can Go to College": Employing a Developmental Perspective to Examine How Young Men of Color Construct a College-Going Identity

Autor/inn/en	Huerta, Adrian H.; McDonough, Patricia M.; Allen, Walter R.
Titel	"You Can Go to College": Employing a Developmental Perspective to Examine How Young Men of Color Construct a College-Going Identity
Quelle	In: Urban Review: Issues and Ideas in Public Education, 50 (2018) 5, S.713-734 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-018-0466-9
Schlagwörter	Minority Group Students; Males; College Bound Students; African American Students; Hispanic American Students; Asian American Students; Pacific Islanders; High School Students; Student Attitudes; Urban Schools; Suburban Schools; Academic Aspiration; Academic Persistence; California + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; High school; High schools; Oberschule; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Kalifornien
Abstract	This article examines college-going identity construction for Black, Latino, and Asian American and Pacific Islander high school students. The authors use Marcia's (J Personal Soc Psychol 3(5):551-558, 1966; in: Delson (ed) Handbook of adolescent research, Wiley, New York, 1980) ego identity statuses perspective to examine how students develop their college-going identities to consider their post-high school pathways. We draw on focus groups interviews with 153 Black, Latino, and Asian American Pacific Islanders students enrolled in 10 urban and suburban high schools in California. The findings show the importance of being somebody, not quitting before establishing a career or graduating from college, joining the military as a pathway to finance postsecondary education, and the internal pressure to pay for higher education. The significance of this paper challenges the dominant narrative of young men of color not invested or interested in higher education, but highlight how the young men of color negotiate their agency in constructing their ideas and making decisions based on how various tensions and aspirations shape their goals after high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01