The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
The Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year Histories of Ten Individuals who Crossed the Border between Community Colleges and Selective Four-Year CollegesByJenny PakEstela Mara BensinionLindsey MalcomAmalia MarquezDaniel K. ParkCenter for Urban Education University of Southern CaliforniaTable of ContentsIntroduction......................... The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year............................. 3Interpretive Overview of Thematic Findings........................ 6Multiple Case Study Analysis and Themes............The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
............... 9Conclusion......................................................... 48Life Histories 0/ Ten Individuals who Crossed rhe Border2BetweeThe Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearspectives. Drawing on the stories of 10 students who transferred from community colleges to selective four-ycar colleges, we describe Uansfcr as a process that involves border crossing. Horn one cultural setting to another. For low-income students, moving across the cultural and social border dial d The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yeariv ides two- and four-ycai colleges would not be imaginable w ere it not for the advocacy and knowledgeable guidance of individuals who act as self-apThe-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
pointed “transfer agents.” Tins is especially true because many low-income students ar c also members of racial and ethnic groups that only gained accThe Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year the transfer process and the significant role played by individual actors in making transfer to a selective institution an attainable option.The protagonists in the 10 life histories live in different paits of the country: some weie of traditional college-age when they transferred while others were The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year older: a few had worked for many years and raised then own families. Some have experienced homelessness; while others have found it difficult to ventThe-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
ure outside the safety of a close-knit family. Mirroring the demographics of the community college, in our sample women (N: 6) outnumber men (N: 4); aThe Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearnce is nor duplicated by the experience of the others. However, these 10 individuals share in common the experience of having been community college students of modest to veiy poor economic means who transferred to selective and luglily selective institutions and were academically successful. At the The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year time the students were interviewed, 8 had earned rhe baccalaureate, two were about to graduate; three were pursuing orLife Histories of Ten IndividuaThe-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
ls who Crossed the BorderBetween Community Colleges and Selective Four-Tear Colleges3had completed MA degrees; one was a second year law student; and The Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearial complexities experienced by low-income non-traditional students who cross over from the open-access working-class setting of community colleges to the exclusive privileged setting of liberal aits colleges and research universities. Starting out in a community college and transfen Illg to a four- The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearyear college IS likely to be accompanied by some stress for all students regardless of their socioeconomic backgr ound and past academic experiences.The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
For students like the ones we interviewed—a one-time homeless woman, a tnick driver, a former gang member, high school drop-outs; and first-generationThe Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearcademic competitive and exclusive environment must have felt all at once improbable, exhilarating and frightening. Despite sharing membership in the higher education enterprise, the border crossing is typically unidirectional. from the poorer community college to the wealthier foul-year college. Tra The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearnsfer is limited to a small number of students and it is regulated by structural and bureaucratic requirements. These are often difficult to decipherThe-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
even for transfer, admissions, and financial aid officers and counselors.The findings provided in the life history report are organized into three secThe Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearn Section II. Section II is the heart of the life history report and weaves together the individual life history narratives into an integrated report organized around critical themes illustrative of the cultural, relational, and structural factors that facilitate transfer, or obstruct it. Section I The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearis an interpretive overview of the critical themes reported inLife Histories of Ten Individuals who Crossed the Border4town Community Colleges and SelThe-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
ective Four-Year CollegesSection II. Eacli section senes different purposes. Section I IS a condensed interpretive oven lew of the most critical themeThe Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearividuals. The life-history methods that we used are described in the appendices.5Life Histories of Ten Individuals who Crossed the BorderBetween Community Colleges and Selective Four-Yea? ColiegesInterpretive Overview of Thematic FindingsRicardo Stanton Salazar (1997) offers an analytic framework to The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year depict the importance of social capital and institutional support in the educational attainment of low income and minority' students Although StantonThe-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
Salazar’s model is based on the experience of primary' and secondary* school students we found in it important theoretical explanations that helped UThe Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearbservation that the educational success of underrepresented and poor youth "depend[s] upon regular and unobstructed opportunities for constructing instrumental relationships with institutional agents across key' social spheres and institutional domains ■’•The students were "Leite Bloomers. ” One the The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-yearme that seems to stand out for the transfer students is being “late bloomers. " With the possible exception of one. all of the successful transfers seThe-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-year
em to have discovered their hill academic potential at the community college.•Tire ‘‘accidental ” transfer student. Becoming a transfer student and gaThe Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe Life The-life-histories-of-10-individuals-who-crossed-the-border-from-community-colleges-to-4-years that just happened to lead them to “transfer agents. ”The Study of Economic, Informational, and Cultural Barriers to Community College Student Transfer Access at Selective InstitutionsSection IIIThe LifeGọi ngay
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