A Comparison of Factors Determining the Transition to Postsecondary Education in Toronto and Chicago

Autor/inn/en	Robson, Karen; Anisef, Paul; Brown, Robert S.; Nagaoka, Jenny
Titel	A Comparison of Factors Determining the Transition to Postsecondary Education in Toronto and Chicago
Quelle	In: Research in Comparative and International Education, 14 (2019) 3, S.338-356 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499919865140
Schlagwörter	Comparative Education; Racial Differences; Gender Differences; Poverty; Two Year Colleges; Universities; College Attendance; Correlation; High School Students; Longitudinal Studies; Self Concept; Personality Traits; Track System (Education); Cultural Context; Political Influences; Educational History; Foreign Countries; Cross Cultural Studies; Illinois (Chicago); Canada (Toronto) + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Rassenunterschied; Geschlechterkonflikt; Armut; University; Universität; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Leistungsgruppe; Leistungsdifferenzierung; Political influence; Politischer Einfluss; History of education; Bildungsgeschichte; Ausland; Cultural comparison; Kulturvergleich
Abstract	We examine how race, sex and poverty contribute to the likelihood of attending two- and four-year colleges in Chicago and Toronto. In each city, we use longitudinal data on high school students and their postsecondary trajectories in order to explore how race and sex may impact differentially upon their educational pathways. Our analyses are informed by an intersectionality perspective, wherein we understand that life chances are shaped by the various traits and identities that individuals possess. In Toronto, Black males are less likely than all other groups to attend four-year colleges. We also find that two-year colleges appear to fulfill a different role in Toronto than they do in Chicago; that is, serving populations who may have been tracked into non-academic course selections in high school. We contextualize our findings within the very different political, cultural, and historical contexts of Ontario and Illinois. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01