التفاصيل البيبلوغرافية
| العنوان: |
Urban-Schooled Latina/os, Academic Literacies, and Identities: (Re)Conceptualizing College Readiness. |
| المؤلفون: |
Hungerford-Kresser, Holly, Amaro-Jiménez, Carla |
| المصدر: |
Perspectives on Urban Education; Fall2012, Vol. 9 Issue 2, Special section p1-14, 14p, 4 Charts |
| مصطلحات موضوعية: |
QUALITATIVE research in education, UNIVERSITY & college admission, STATE university & college admission, TRANSITIONAL programs (Education), COLLEGE environment research, HIGH school graduates |
| مستخلص: |
This qualitative case study focuses on the early college experiences of five Latina/o urban-schooled students who graduated in the top 10% of their high school class, guaranteeing them admission into a prestigious four year state university. Although all participated in transition initiatives, and initially felt equipped to participate in university academics, they experienced both common and unique challenges that caused them to negotiate their student identities. By focusing on connections between identities and academic literacies, we argue for a need to (re)conceptualize college readiness in light of the identity negotiations (or processes) inherent in students' experiences in the cultural world of the university. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
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