Urban-Schooled Latina/os, Academic Literacies, and Identities: (Re)Conceptualizing College Readiness

Autor/inn/en	Hungerford-Kresser, Holly; Amaro-Jimenez, Carla
Titel	Urban-Schooled Latina/os, Academic Literacies, and Identities: (Re)Conceptualizing College Readiness
Quelle	In: Penn GSE Perspectives on Urban Education, 9 (2012) 2, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Academic Achievement; Hispanic Americans; Case Studies; Self Concept; Academic Discourse; Literacy; Urban Schools; Educational Experience; College Students; College Preparation; Correlation; Student Adjustment + Suchen Sie Ihr Suchwort? Schulleistung; Hispanic; Hispanoamerikaner; Case study; Fallstudie; Case Study; Selbstkonzept; Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungserfahrung; Collegestudent; Korrelation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	This 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).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10