Literaturnachweis - Detailanzeige
Autor/in | Acevedo-Gil, Nancy |
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Titel | College-Going "Facultad": Latinx Students Anticipating Postsecondary Institutional Obstacles |
Quelle | In: Journal of Latinos and Education, 18 (2019) 2, S.107-125 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-8431 |
DOI | 10.1080/15348431.2017.1371019 |
Schlagwörter | Hispanic American Students; High School Students; College Bound Students; Student Attitudes; Expectation; Barriers; Postsecondary Education; Access to Information; Low Income Students; College Choice; Information Sources; Information Dissemination; Workshops Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Schülerverhalten; Expectancy; Erwartung; Post-secondary education; Tertiäre Bildung; Studienortwahl; Information source; Informationsquelle; Informationsverbreitung; Lernwerkstatt; Schulung |
Abstract | This ethnographic study examined access to college information for low-income, first-generation Latinx students who attended an under-resourced high school. Using a college-"conocimiento" framework, I analyzed the college choice and transition experiences of 47 participants. Findings revealed that educators provided limited college information. Findings highlighted that Latinx students assessed the information while reflecting on their individual intersectional identities. Individual reflection informed the anticipation of postsecondary institutional obstacles, which students then experienced upon entering college. The study developed the concept of college-going "facultad," defined as the ability to see beneath the surface of college information and anticipate college obstacles. (As Provided). |
Anmerkungen | Routledge. 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 |