Access between and beyond Borders

Autor/in	Gildersleeve, Ryan Evely
Titel	Access between and beyond Borders
Quelle	In: Journal of College Admission, (2010) 206, S.3-10 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-6670
Schlagwörter	College Choice; College Admission; Undocumented Immigrants; Social Influences; Academic Persistence; Access to Education; Personal Narratives; Phenomenology; Student Experience; Interviews; High School Students; Mexicans + Suchen Sie Ihr Suchwort? Studienortwahl; Hochschulzugang; Hochschulzulassung; Zulassung; Illegaler Aufenthalt; Sozialer Einfluss; Education; Access; Bildung; Zugang; Bildungszugang; Erlebniserzählung; Phenomenological psychology; Phänomenologie; Psychologie; Studienerfahrung; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mexikaner
Abstract	Using a life history method to illustrate the college admission process for undocumented students, this article demonstrates how students' social contexts (e.g., schooling, family, migration, and labor) influence their college choice processes and participation in the broader project of college-going. The central argument claims that if admission officers and college counselors want to make increasing college opportunities for undocumented students a priority, then it is incumbent upon professionals to increase their understanding of the pre-college contexts from which undocumented students struggle to persist. The life history narratives presented in this article serve to begin that training, pointing to key moments in college-going processes that admission and counseling professionals should seek to learn more about. (As Provided).
Anmerkungen	National Association for College Admission Counseling. 1631 Prince Street, Alexandria, VA 22314-2818. Tel: 800-822-6285; Tel: 703-836-2222; Fax: 703-836-8015; e-mail: info@nacac.com; Web site: http://www.nacacnet.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10