Breaking Barriers or Locked Out? Class-Based Perceptions and Experiences of Postsecondary Education

Autor/in	Aronson, Pamela
Titel	Breaking Barriers or Locked Out? Class-Based Perceptions and Experiences of Postsecondary Education
Quelle	In: New Directions for Child and Adolescent Development, (2008) 119, S.41-54 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.208
Schlagwörter	First Generation College Students; Low Income Groups; Postsecondary Education; Disproportionate Representation; Social Differences; Access to Education; Enrollment; College Attendance; College Environment; Student Employment; Student Financial Aid; Educational Attainment + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Einschulung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Hochschulumwelt; Studentenarbeit; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Bildungsabschluss; Bildungsgut
Abstract	This article provides an overview of objective and subjective class differences in experiences of postsecondary education. Using the metaphor of a funnel, it argues that cumulative disadvantage results when first-generation and low-income college students are disproportionately filtered out at each stage of the postsecondary education process. Subjective class differences largely serve to reproduce existing inequalities, although the potential for transformation exists. This article considers inequalities during childhood and the transition to adulthood, stratification within institutions, and class differences in postsecondary educational enrollment, attendance, college life, work, financial aid, and attainment. Directions for future research and program and policy interventions are outlined. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10