College-Bound Figured Worlds: Case Studies of Three Urban High Schools

Autor/in	Naughton, Meredith R.
Titel	College-Bound Figured Worlds: Case Studies of Three Urban High Schools
Quelle	In: Education and Urban Society, 54 (2022) 5, S.515-537 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Naughton, Meredith R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211027541
Schlagwörter	College Bound Students; College Graduates; Mentors; Public Schools; High Schools; Urban Schools; Self Concept; School Culture; School Policy + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Public school; Öffentliche Schule; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Selbstkonzept; Schulkultur; Schulleben; Schulpolitik
Abstract	This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01