Kooperativer Bibliotheksverbund

UID:

Umfang: 1 online resource

ISBN: 9780813590288

Serie: Critical Issues in American Education

Inhalt: In Divergent Paths to College, Megan M. Holland examines how high schools structure different pathways that lead students to very different college destinations based on race and class. She finds that racial and class inequalities are reproduced through unequal access to key sources of information, even among students in the same school and even in schools with well-established college-going cultures. As the college application process becomes increasingly complex and high-stakes, social capital, or relationships with people who can provide information as well as support and guidance, becomes much more critical. Although much has been written about the college-bound experience, we know less about the role that social capital plays, and specifically how high schools can serve as organizational brokers of social ties. The relationships that high schools cultivate between students and higher education institutions by inviting college admissions officers into their schools to market to students, is a particularly critical, yet unexplored source of college information.

Anmerkung: Frontmatter -- , Contents -- , 1. College Dreams and College Outcomes -- , 2. Everyone Goes to College -- , 3. Racial Context, Tracking, and Peers -- , 4. When Brokering Fails: Guidance Holes and Broken Trust -- , 5. Opportunities or Opportunistic: Marketing in Higher Education -- , 6. Decisions, Decisions, Decisions -- , 7. Consequences for the Application Process, College Destinations, and Beyond -- , Methodological Appendix -- , Acknowledgments -- , Notes -- , References -- , Index -- , About the Author , In English.

Sprache: Englisch

DOI: 10.36019/9780813590288

URL: https://www.degruyter.com/isbn/9780813590288

UID:

Umfang: 1 Online-Ressource (vii, 204 Seiten).

ISBN: 978-0-8135-9028-8

Serie: Critical issues in American education

Inhalt: In Divergent Paths to College, Megan M. Holland examines how high schools structure different pathways that lead students to very different college destinations based on race and class. She finds that racial and class inequalities are reproduced through unequal access to key sources of information, even among students in the same school and even in schools with well-established college-going cultures. As the college application process becomes increasingly complex and high-stakes, social capital, or relationships with people who can provide information as well as support and guidance, becomes much more critical. Although much has been written about the college-bound experience, we know less about the role that social capital plays, and specifically how high schools can serve as organizational brokers of social ties. The relationships that high schools cultivate between students and higher education institutions by inviting college admissions officers into their schools to market to students, is a particularly critical, yet unexplored source of college information

Anmerkung: Includes bibliographical references and index , In English

Weitere Ausg.: Erscheint auch als Druck-Ausgabe ISBN 978-0-8135-9025-7

Sprache: Englisch

Fachgebiete: Soziologie

Schlagwort(e): High school ; Bildungsgang ; Soziale Ungleichheit

DOI: 10.36019/9780813590288

URL: Volltext  (URL des Erstveröffentlichers)