Those Who Left, Those Who Stayed: Exploring the Educational Opportunities of High-Achieving Black and Latina/o Students at Magnet and Nonmagnet Los Angeles High Schools (2001-2002)

Autor/inn/en	Griffin, Kimberly A.; Allen, Walter R.; Kimura-Walsh, Erin; Yamamura, Erica K.
Titel	Those Who Left, Those Who Stayed: Exploring the Educational Opportunities of High-Achieving Black and Latina/o Students at Magnet and Nonmagnet Los Angeles High Schools (2001-2002)
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 42 (2007) 3, S.229-247 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
Schlagwörter	Urban Schools; High School Students; Educational Opportunities; Educational Change; High Achievement; Hispanic American Students; African American Students; Magnet Schools; College Preparation; Student Experience; Access to Education; Educational History; Educational Environment; Court Litigation; Public Schools; Equal Education; California; United States + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsangebot; Bildungschance; Bildungsreform; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Studienerfahrung; Education; Access; Bildung; Zugang; Bildungszugang; History of education; Bildungsgeschichte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rechtsstreit; Public school; Öffentliche Schule; Kalifornien; USA
Abstract	Being that educational disparities, manifested through socioeconomic instability, were a major contributing factor to the Los Angeles riots, it is important to examine how public high schools are now shaping the postsecondary opportunities of underrepresented students. Using opportunity-to-learn (OTL) and bounded rationality as frames, this article examines the college preparatory experiences of Black and Latina/o students at a magnet and standard urban high school, specifically focusing on the experiences of high achievers. Findings indicate that students at the two schools had equally high college aspirations, but experienced very different college preparatory environments. Magnet students had access to more college-going resources and greater opportunities to learn, manifested directly from opportunities offered at their school and indirectly from the collective college-going culture shaped by the school, peers, and parents. Bounded rationality allowed students at the underresourced urban school to perceive their school's resources positively and stay motivated, but limited their efforts to pursue additional resources to enhance their opportunity-to-learn. (Contains 2 tables.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10