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Moving Beyond High School Expectations: Examining Stakeholders' Responsibility for Increasing Latina/o Students' College Readiness

Moving Beyond High School Expectations: Examining Stakeholders' Responsibility for Increasing... Abstract: In an effort to improve college readiness for Latina/o students, this article examines the meaning and significance of college readiness among multiple stakeholders (teachers, counselors, parents, students, and superintendents) in the South Texas border region. Using focus group data, this article explores the assets embedded within college readiness by using integrated Chicana feminist theory (Anzaldúa, 1987; Fránquiz & Salazar, 2004) and community cultural wealth (Yosso, 2005, 2006) lenses. In particular, the authors conceptualize a hybrid framework-borderland cultural wealth (BCW)-which we define as the cultural assets present in this region that when cultivated and tapped into effectively can improve college preparation and access. Findings reveal that stakeholders felt both individual and collective responsibility for college readiness. Furthermore, stakeholders voiced the need for improved college readiness efforts so that students can be successful in diverse universities and to break the cycle of low-college-going rates of this region. Implications for research and practice for P-20 educators, practitioners, and policymakers are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Moving Beyond High School Expectations: Examining Stakeholders' Responsibility for Increasing Latina/o Students' College Readiness

The High School Journal , Volume 93 (3) – Jul 8, 2010

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Publisher
University of North Carolina Press
Copyright
Copyright © University of North Carolina Press
ISSN
1534-5157
Publisher site
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Abstract

Abstract: In an effort to improve college readiness for Latina/o students, this article examines the meaning and significance of college readiness among multiple stakeholders (teachers, counselors, parents, students, and superintendents) in the South Texas border region. Using focus group data, this article explores the assets embedded within college readiness by using integrated Chicana feminist theory (Anzaldúa, 1987; Fránquiz & Salazar, 2004) and community cultural wealth (Yosso, 2005, 2006) lenses. In particular, the authors conceptualize a hybrid framework-borderland cultural wealth (BCW)-which we define as the cultural assets present in this region that when cultivated and tapped into effectively can improve college preparation and access. Findings reveal that stakeholders felt both individual and collective responsibility for college readiness. Furthermore, stakeholders voiced the need for improved college readiness efforts so that students can be successful in diverse universities and to break the cycle of low-college-going rates of this region. Implications for research and practice for P-20 educators, practitioners, and policymakers are discussed.

Journal

The High School JournalUniversity of North Carolina Press

Published: Jul 8, 2010

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