College-Going "Facultad": Latinx Students Anticipating Postsecondary Institutional Obstacles

Autor/in	Acevedo-Gil, Nancy
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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