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AutorenHungerford-Kresser, Holly; Amaro-Jimenez, Carla
TitelUrban-Schooled Latina/os, Academic Literacies, and Identities: (Re)Conceptualizing College Readiness
QuelleIn: Penn GSE Perspectives on Urban Education, 9 (2012) 2, (14 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1946-7109
SchlagwörterAcademic Achievement; Hispanic Americans; Case Studies; Self Concept; Academic Discourse; Literacy; Urban Schools; Educational Experience; College Students; College Preparation; Correlation; Student Adjustment
AbstractThis qualitative case study focuses on the early college experiences of five Latina/o urban-schooled students who graduated in the top 10% of their high school class, guaranteeing them admission into a prestigious four year state university. Although all participated in transition initiatives, and initially felt equipped to participate in university academics, they experienced both common and unique challenges that caused them to negotiate their student identities. By focusing on connections between identities and academic literacies, we argue for a need to (re)conceptualize college readiness in light of the identity negotiations (or processes) inherent in students' experiences in the cultural world of the university. (Contains 1 figure and 1 table.) (As Provided).
AnmerkungenUniversity of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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