Unveiling the Promise of Community Cultural Wealth to Sustaining Latina/o Students' College-Going Information Networks

Autor/inn/en	Liou, Daniel D.; Antrop-Gonzalez, Rene; Cooper, Robert
Titel	Unveiling the Promise of Community Cultural Wealth to Sustaining Latina/o Students' College-Going Information Networks
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 45 (2009) 6, S.534-555 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
Schlagwörter	Urban Schools; School Culture; Low Income; Academic Achievement; Minority Groups; Educational Attainment; College Preparation; Racial Segregation; Hispanic Americans; High School Students; Socioeconomic Status; Mentors; Social Capital; Access to Information + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulkultur; Schulleben; Niedriglohn; Schulleistung; Ethnische Minderheit; Bildungsabschluss; Bildungsgut; Rassentrennung; Hispanic; Hispanoamerikaner; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status; Sozialkapital
Abstract	This article examines the norms of school failure and illuminates ways in which low-income students of color respond to their needs for educational advancement when conditions to support their college-going identities are severely limited in the school context. This study's primary finding confirms the value of a grassroots approach to improving schools through learning from key resources in students' communities on how to best assist them to meet their college-going aspirations. From a larger study, the authors extrapolate data from two racially segregated urban schools and confirm that when school size, student demographics, student achievement, and students' social economic status are similar, students are able to overcome the limits of their schools and acquire the information necessary to better prepare them for college. This finding is significant when issues related to transforming the structure and culture of schooling are considered, particularly in changing how schools conduct their operations to making college a possible destination, particularly for populations that are historically excluded from postsecondary education. At the core of the authors' analysis is the investigation into ways that college-related information is shared between educators and students. The authors find that high-stakes information networks are extremely important to cultivating a college-going school culture. These networks consist of knowing adults who are effective in mentoring students and provide them with academic expectations and psychological support in the forms of high stakes information. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10