Divergent Paths to College
Race, Class, and Inequality in High Schools
Seiten
2019
Rutgers University Press (Verlag)
978-0-8135-9025-7 (ISBN)
Rutgers University Press (Verlag)
978-0-8135-9025-7 (ISBN)
Examines how high schools structure different pathways that lead students to very different college destinations based on race and class. Megan Holland 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.
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.
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.
MEGAN M. HOLLAND is an assistant professor in the department of educational leadership and policy at the University at Buffalo, the State University of New York.
Contents
List of Tables
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
Acknowledgements
Notes
Bibliography
Index
| Erscheinungsdatum | 08.01.2019 |
|---|---|
| Verlagsort | New Brunswick NJ |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 3 g |
| Themenwelt | Sozialwissenschaften ► Ethnologie |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-8135-9025-6 / 0813590256 |
| ISBN-13 | 978-0-8135-9025-7 / 9780813590257 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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CHF 27,95
