Exploring the Impact of School Factors on Expectations to Complete Post Secondary Education among Black Girls

Autor/in	Kalu, Sandra R.
Titel	Exploring the Impact of School Factors on Expectations to Complete Post Secondary Education among Black Girls
Quelle	In: Education and Urban Society, 54 (2022) 9, S.1052-1071 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalu, Sandra R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211048429
Schlagwörter	Postsecondary Education; African American Students; Females; Racism; Gender Bias; Barriers; Graduation; High School Students; Predictor Variables; Intention; Teacher Attitudes; Discipline; Educational Resources; Elementary Secondary Education; Student Experience; Expectation; Suspension; Peer Influence; Mental Health; Parent Background; Educational Attainment + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Rassismus; Geschlechterstereotyp; Abschluss; Graduierung; High school; High schools; Oberschule; Prädiktor; Lehrerverhalten; Disziplin; Bildungsmittel; Studienerfahrung; Expectancy; Erwartung; Ausschluss; Schulausschluss; Psychohygiene; Elternhaus; Bildungsabschluss; Bildungsgut
Abstract	Obtaining a college degree can enhance many aspects of one's life including health outcomes and lifetime earnings. Given the racial opportunity gap that remains prevalent in the education system, and the gendered racial biases held against Black girls and women, they face many obstacles on their path to higher education. Considering the relationship between higher education and financial status, when these obstacles hinder their academic success Black women face serious economic issues that adversely impacts their livelihood and the wellbeing of their families. Still, there remains limited investigation into the indicators of college completion among this population. Assessing indicators related to college completion during their high school years can support educators in recognizing and monitoring students who require extra support early in their academic careers. This study uses an intersectional lens to investigate whether various school factors predict intent to complete college among this sample of Black high school girls (N = 1,811). Findings show that teacher bias, school discipline, and school resources are significant predictors of college expectations among this sample. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01