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Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 186
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Book Description
The purpose of this mixed-methods study was to examine how social and cultural capital influenced Latino parents in guiding their children in the quest of higher education. This study viewed social and cultural capital in relation to school characteristics and school counselor support, which facilitated or impeded parents’ capital. A secondary focus was to examine the differences between parents of first-generation college-going and non-first generation collegegoing students. The research question driving the study was: What role does social and cultural capital play in accessing a college-going culture that leads to the explicit and implicit college admission processes for Latino parents? The study used a sequential transformative mixed method approach. The first phase involved selecting 137 Latino parents across three high schools in the southern region of San Diego County. The second phase involved selecting and interviewing 13 parents, their high school children, and two school counselor focus groups. The findings indicate that when Latino parents were provided with opportunities for engagement and given the necessary tools and information regarding the college process, they were able to capitalize on those opportunities to significantly impact their knowledge and ability to guide their children towards college readiness. The quantitative data revealed that parents in the study held moderate levels of social capital, yet they demonstrated multiple indicators of formal and informal engagement in the home and school in effort to gain the knowledge and skills to aid their children. Parents held high expectations and pushed their children towards rigorous coursework. Students internalized their parents’ expectations and had hopes of attending a university. Parents had the strongest influence over the students’ academic goals, followed by school counselors. School counselors were instrumental in developing parents’ social capital and providing students with a college-going culture, particularly when working within a comprehensive school counseling model. Parents particularly benefitted from the collaboration; in turn they became equipped with the knowledge and skills to help their children navigate the college admissions process. Educators may need to rethink the definition of first-generation college-going student to understand their unique needs in the college admissions process.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 186
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Book Description
The purpose of this mixed-methods study was to examine how social and cultural capital influenced Latino parents in guiding their children in the quest of higher education. This study viewed social and cultural capital in relation to school characteristics and school counselor support, which facilitated or impeded parents’ capital. A secondary focus was to examine the differences between parents of first-generation college-going and non-first generation collegegoing students. The research question driving the study was: What role does social and cultural capital play in accessing a college-going culture that leads to the explicit and implicit college admission processes for Latino parents? The study used a sequential transformative mixed method approach. The first phase involved selecting 137 Latino parents across three high schools in the southern region of San Diego County. The second phase involved selecting and interviewing 13 parents, their high school children, and two school counselor focus groups. The findings indicate that when Latino parents were provided with opportunities for engagement and given the necessary tools and information regarding the college process, they were able to capitalize on those opportunities to significantly impact their knowledge and ability to guide their children towards college readiness. The quantitative data revealed that parents in the study held moderate levels of social capital, yet they demonstrated multiple indicators of formal and informal engagement in the home and school in effort to gain the knowledge and skills to aid their children. Parents held high expectations and pushed their children towards rigorous coursework. Students internalized their parents’ expectations and had hopes of attending a university. Parents had the strongest influence over the students’ academic goals, followed by school counselors. School counselors were instrumental in developing parents’ social capital and providing students with a college-going culture, particularly when working within a comprehensive school counseling model. Parents particularly benefitted from the collaboration; in turn they became equipped with the knowledge and skills to help their children navigate the college admissions process. Educators may need to rethink the definition of first-generation college-going student to understand their unique needs in the college admissions process.
Author: Juan Urdiales
Publisher:
ISBN: 9781369845860
Category : Educational leadership
Languages : en
Pages : 119
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Book Description
The purpose of the current study was to examine the community cultural wealth of immigrant Latino parents from a parent's perspective. Research supports the idea that Latino parents have cultural capital to draw on to support the educational experiences of their children. In Yosso's (2005) work she proposed the idea that Latino students have cultural capitals that allow them to navigate and succeed in higher education in the United States. The capitals Yosso proposed are aspirational, linguistic, social, familial, navigational, and resistant. As Yosso and others have continued to examine primarily Latino college students (Alfaro et al., 2014; Lopez & Vazquez, 2006), there has been a limited amount of work that has been done on how these capitals are transmitted to students. The students in these studies attribute their success to their families, however it is unclear how parents transmit these messages. Aspirational capital was the most often reported capital and parents demonstrated linguistic capital for themselves and their children. Parents utilized their familial and social capital to gain educational resources for their children and used these capitals as a way to navigate the educational system. Therefore, this work proposes a more comprehensive view of the cultural wealth parents have, and how Latino students benefit from the capitals their parents exhibit and transmit.
Author: Barbara Schneider
Publisher: Springer
ISBN: 3319766945
Category : Social Science
Languages : en
Pages : 614
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Book Description
This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. It explores today’s populations rarely noticed, such as undocumented students, first generation college students, and LGBTQs; and emphasizing the intersectionality of gender, race, ethnicity and social class. Sociologists often center their work on the sources and consequences of inequality. This handbook, while reviewing many of these explanations, takes a different approach, concentrating instead on what needs to be accomplished to reduce inequality. A special section is devoted to new methodological work for studying social systems, including network analyses and school and teacher effects. Additionally, the book explores the changing landscape of higher education institutions, their respective populations, and how labor market opportunities are enhanced or impeded by differing postsecondary education pathways. Written by leading sociologists and rising stars in the field, each of the chapters is embedded in theory, but contemporary and futuristic in its implications. This Handbook serves as a blueprint for identifying new work for sociologists of education and other scholars and policymakers trying to understand many of the problems of inequality in education and what is needed to address them.
Author: Verónica Ventura González
Publisher:
ISBN:
Category : College choice
Languages : en
Pages : 225
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Book Description
Though an increasing number of Latino students is attending college upon graduation from high school, the vast majority of these students, even if they are high-achieving students who could attend a four-year college or university, choose to enroll into two-year community colleges. This study discusses the process by which high-achieving, low-income, first-generation Latino students make college choices. This study uses McDonough's college choice model and Stanton-Salazar's social capital framework on institutional and protective agents to analyze student interview data to help explain how social class, schooling experiences, families, and student perceptions impact college choices and opportunities for Latino students. The results of this study and previous research suggest educational practices and policies which would improve young Latino's access to four-year colleges.
Author: Norma Larios
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
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Book Description
This study examines Mexican parents and whether their social and cultural capital affects the academic performance and educational expectations of their children. The results of this study highlights the positive effect that cultural pride/tradition has on Mexican children's education. In conjunction with segmented assimilation theory, this study examined 341 parents and 755 children from the Children of Immigrants Longitudinal Study to test hypotheses associated with neighborhood networks (social capital) and cultural tradition (cultural capital). Multivariate regression and structural equation modeling is used to predict the effect of these variables on children's grade point average and educational expectations. The model also controls for the number of years that parents have lived in the United States, parents' highest educational level, and parents' educational expectations. The analyses find the significance of cultural tradition, and parental and child educational expectations lead to a higher GPA among Mexican students. My major finding is that children academically benefit from continued awareness of their home country's traditions. Keywords Mexican, Social Capital, Cultural Capital, Cultural Values, Networks, Segmented Assimilation
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ISBN:
Category : First-generation college students
Languages : en
Pages : 326
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Book Description
Latina/o first-generation college students, along with their families, are learning a new culture when considering going to four-year universities. While the conversation involving Latina/o first-generation college students can often focus on attrition, I am interested in exploring what, from participants' point of view, are the successes they experience as well as the most challenging obstacles they encounter on their journey to graduating from four-year universities. Employing the theoretical frameworks of constructivism, critical race theory, and cultural capital, the purpose of this study was to go beyond the conversation of Latina/o first-generation college student attrition by examining how they navigate postsecondary institutions and explore the implications associated with how higher education affects them. I intend to highlight the already powerful voices of Latina/o first-generation college students who are brave enough to be the first in their immediate families to embark on a demanding odyssey to attain four-year degrees. My participants were recruited from classes in the Chicano/Latino studies department as well as a cultural resource center, both at a four-year university in the Pacific Northwest. Using qualitative research methods, including semi-structured interviews, Draw-A-College-Student, and participant written reflections, I examined the lived experiences of persisting Latina/o first-generation college students from their own perspectives. To provide a well-rounded account of the Latina/o postsecondary experience, I engaged the voices of eight participants in this study. This research found that while Latina/o first-generation college students feel that they are trailblazers in working to improve family life through education, they often feel unseen and underrepresented in higher education. Through highlighting Latina/o first-generation college student voices and experiences instead of just focusing on attrition, this study also recommends actions for change based on participant feedback. Ultimately, participants in this study felt that more support is needed for Latina/o first-generation students to attain four-year degrees in higher education.
Author: Ricardo D. Stanton-Salazar
Publisher: Teachers College Press
ISBN: 0807775339
Category : Education
Languages : en
Pages : 332
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Book Description
Relying on a wealth of ethnographic and statistical data, this groundbreaking volume documents the many constraints and social forces that prevent Mexican-origin adolescents from constructing the kinds of networks that provide access to important forms of social support. Special attention is paid to those forms of support privileged youth normally receive and working-class youth do not, such as expert guidance regarding college opportunities. The author also reveals how some working-class ethnic minority youth become the exception, weaving social webs that promote success in school as well as empowering forms of resiliency. In both cases, the role of social networks in shaping young people’s chances is illuminated. “In this badly needed alternative to the individualism that pervades most debates about American education, Stanton-Salazar explores how Latino teenagers’ lives are embedded within social networks from home, community, and school. This grand work shows how school programs can confound or can draw from the strengths of such networks to build better lives for all.” —Bruce J. Biddle, Professor Emeritus of Psychology and Sociology, University of Missouri–Columbia “A beautifully written and inspiring book that announces a new generation of Mexican/Latino scholars. . . . This is a book which tells the tale about Mexican/Latino adolescents but, in reality, it is a book about how working-class adolescent life is socially constructed, defined, and elaborated in the United States. An eloquent rendering, indeed.” —Carlos G. Vélez-Ibáñez, Presidential Chair in Anthropology, University of California, Riverside “Using creative theorizing and rigorous methodology, Manufacturing Hope and Despair illuminates brilliantly the supposed mystery of persistent race/class inequities in American society.” —Walter R. Allen, Professor, University of California, Los Angeles
Author: Rebecca M. Callahan
Publisher: Multilingual Matters
ISBN: 1783092440
Category : Language Arts & Disciplines
Languages : en
Pages : 268
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Book Description
The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist. Collectively, the authors draw on novel methodological approaches and new data to examine the economics of bilingualism for the new generation of bilinguals entering a digital-age globalized workforce. The authors also pay considerable attention to how to best capture measures of bilingualism and biliteracy, given the constraints of most existing datasets.
Author: Violetta A. Lopez
Publisher:
ISBN:
Category : Children of immigrants
Languages : en
Pages : 110
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Book Description
Communication between parents and school personnel plays a significant role in student achievement. Spanish-speaking parents are rather hesitant to seek assistance from their child's school as cultural and language barriers have created a mindset that they are not supported, understood, or valued. Key stakeholders in education therefore need to acquire a clearer understanding of the Latino culture in a dire effort to better serve Hispanic students in high school and their families. This study examined the perceptions of first-generation Latino parents of high school students while identifying parental needs to improve their child's college readiness upon completion of high school. It also investigated high school graduation rates and student dropout rates across the United States as well as effective and efficient ways in which the school can enhance the provision of school-related resources to their students. There is wide consensus that parental involvement (including home-based involvement, home-school communication, and school-based involvement) is essential for student success. Despite this understanding, there exists a gap in literature regarding the information, resources, and support available to first-generation Latino parents with children in high school. Using a conceptual framework that draws on theories of cultural and social capital, and a qualitative approach that included field notes, focus groups, and interviews, this study investigated the expectations, lived experiences, perceptions, and practices of 29 Latino immigrant parents of high school students in relation to their child's secondary school. The findings of this study, which suggest varying levels of parental involvement, were organized around four themes: aspirations, parental support, school-based knowledge, and student preparation.
Author: Patricia Sánchez-Connally
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This dissertation examines the relationship between race and educational achievement among inner city, low income, first generation, and high achieving Latino/a students. Research on students of color has focused on cultural deficit models, which portray students as culturally deprived and proposes cultural assimilation as the solution (Nieto 2010; Delpit 2006; Solórzano and Yosso 2002). As a way to contest these models, I describe the role of Academic Support and College Readiness Program (ASP) as a place where community cultural wealth (Yosso 2005) is being created and transferred. Community cultural wealth is an alternative concept that uses Critical Race Theory (CRT) to challenge interpretations of traditional cultural capital theories. It is defined as knowledge, skills and contacts possessed and utilized by Communities of Color to resist different forms of oppression (Yosso 2005; Solórzano and Yosso 2002). While many studies focus on evaluating academic support programs, this study focuses exclusively on students' experiences and the role of ASP in facilitating their success. I conducted participant observation and forty-seven interviews with students who reside in La Esperanza, a city about forty minutes north of Boston. I explore how they interpret their roles as children of immigrants, high school students, college students, siblings, role models and risk takers. My results highlight the need for scholars and educators to move away from negative discourse regarding students of color and learn more about how communities of color create cultural wealth to resist different forms of oppression.
