Approaching and Attending College: Anthropological and Ethnographic Accounts

Autor/in	Koyama, Jill Peterson
Titel	Approaching and Attending College: Anthropological and Ethnographic Accounts
Quelle	In: Teachers College Record, 109 (2007) 10, S.2301-2323 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	College Students; College Preparation; College Attendance; Ethnography; Ideology; Academic Persistence; Anthropology; Social Influences; Cultural Influences; Educational Research; Research Methodology; Cultural Capital; Social Capital; Access to Education; Context Effect; High School Students + Suchen Sie Ihr Suchwort? Collegestudent; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Ethnografie; Ideologie; Anthropologie; Sozialer Einfluss; Cultural influence; Kultureinfluss; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Sozialkapital; Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Background/Context: This review article draws on the growing body of literature at the interfaces of anthropology and education, as well as other educational studies outside anthropology that have relevance to social and cultural frames. Purpose/Objective/Research Question/Focus of Study: Drawing together and analyzing anthropological and ethnographic studies, conducted during the last two decades, this review highlights the theoretical, methodological, and analytical patterns that have defined anthropological approaches to studying education. Findings/Results: The studies, in the aggregate, tell us a great deal about how students negotiate schooling to create academic identifications, find and construct networks rich in social and cultural capital, and experience a sense of belonging. Conversely, students who are marginalized, constrained, or have limited access to school contexts--through institutionalized practices, policies, and ideologies--are far more likely to disengage academically, to exert their agency, to "resist" school, and to forgo college attendance. What also becomes increasingly clear in regards to college preparation and access is that the experiences of students and their families vary greatly, depending on the social, cultural, political, and historical contexts within which youth's college choices are shaped. As well, the studies reveal that the factors that impact college persistence and completion parallel those found to influence pre-college schooling. Conclusions/Recommendations: This review of anthropological studies tell us much less about the actual college experiences of racial/ethnic minority and poor students and the author calls for further scholarship in this area. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10