Can High School Educators Bridge the Gap?: Message Construction as a Process of Anticipatory Socialization for Marginalized Students' Transition to Higher Education

Autor/in	Sousa, Alexandra N.
Titel	Can High School Educators Bridge the Gap?: Message Construction as a Process of Anticipatory Socialization for Marginalized Students' Transition to Higher Education
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 4, S.426-437 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sousa, Alexandra N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000308
Schlagwörter	High School Teachers; Disadvantaged Youth; Power Structure; Race; College Bound Students; High School Students; Adjustment (to Environment); Communication (Thought Transfer); Socialization; College Preparation; Socioeconomic Status; Teacher Student Relationship; Texas + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Benachteiligter Jugendlicher; Rasse; Abstammung; Student; Students; Schüler; Schülerin; Studentin; Communication; thought; Kommunikation; Gedanke; Socialisation; Sozialisation; Socio-economic status; Sozioökonomischer Status; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Previous research has identified the important role high school educators play in the postsecondary advancement of racially marginalized students. However, research has yet to examine how educators construct messages to facilitate these students' transition from high school to college. Therefore, this study explores how teachers make sense of factors impacting postsecondary advancement and, as a result, how they construct messages about higher education for diverse students. In-depth interviews with educators from three school districts in central Texas revealed several perceived factors, including the equalizing effect of SES across racial lines and a color-blind mentality toward student advancement. Educators constructed a variety of messages about higher education, including both generalized and individualized messages about the more pragmatic aspects of college (e.g., the application process, study habits, and daily life), and motivational messages meant to encourage college decision-making. Based on these findings, I make suggestions for future research about higher education messaging for racially marginalized students. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01