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High-performing English learners’ limited access to four-year college
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Abstract:
BACKGROUND: Currently, chances for English learners (ELs) to reach higher education in the U.S. are slim. Almost half of ELs do not attend postsecondary education (PSE), and access to four-year college is particularly limited. But we do not exactly know why. PURPOSE: To examine what inhibits ELs’ four-college access in the U.S., Bourdieu’s notion of habitus and a related concept of institutional habitus were used as the theoretical framework. RESEARCH DESIGN: A longitudinal, ethnographic investigation. The study tracked the college-choice experiences of two high-performing ELs who nonetheless elected to attend a local community college without applying to a single four-year institution. Data consist of interviews with the students and key staff members, classroom observations, and relevant documents. DATA ANALYSIS: The data on each EL were first qualitatively analyzed to create an overall picture of her college trajectory (within-case analysis); the cases were then compared with one another to identify common barriers to their college access (cross-case analysis). Data segments related to the school’s institutional habitus and the students’ individual habitus were extracted and coded, and patterns of the interplay between the two were identified. RESULTS: Three factors inhibiting ELs’ four-year college access were identified: (a) limited access to advanced-level college-preparatory courses; (b) underdeveloped college knowledge to effectively navigate college planning and application, and (c) linguistic insecurity about their English proficiency. The school’s institutional habitus highlighted ELs’ linguistic deficits and inclined educators to view highperforming ELs as community-college-bound. The students themselves internalized the deficit orientation and came to view community college as the only possible college choice for them. CONCLUSIONS: A fundamental reexamination of the deficit orientation to ELs’ linguistic and academic capabilities is necessary. ELs need to be placed in advanced college-preparatory courses commensurate with their abilities and provided with regular, frequent, and accessible college guidance.
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Keyword:
Education; English learners; Specialist studies in education
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URL: https://hdl.handle.net/2144/27836
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2 |
The practices of exemplary teachers of poetry in the secondary English-language arts classroom
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What Influences the Effect of Texting-Based Instruction on Vocabulary Acquisition?: Learners’ Behavior and Perception
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2018)
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4 |
English Transition Courses in Context: Preparing Students for College Success
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Griffin, Sarah. - : Community College Research Center, Teachers College, Columbia University, 2018
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5 |
“It’s Dangerous to Go Alone”: An Autoethnography of College English Students Reading Video Games as Texts
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6 |
Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
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In: Reading Research Quarterly, vol 53, iss 4 (2018)
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7 |
Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?
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In: Stillwell, Christopher. (2018). Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/4tp5s6pk (2018)
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8 |
Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text
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In: Aragon, Maria Jose. (2018). Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/79g2d3t7 (2018)
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Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity
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In: Canillas, Jennifer. (2018). Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8219c776 (2018)
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10 |
Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English
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Lee, Heeju. - : eScholarship, University of California, 2018
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In: Lee, Heeju. (2018). Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English. UCLA: Asian Languages & Cultures 00A9. Retrieved from: http://www.escholarship.org/uc/item/0mz329t3 (2018)
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11 |
Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
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In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018)
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12 |
The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma
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In: Cano, Sandra E. (2018). The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/2k53b8nd (2018)
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Long Term English Learners: Success for Some
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In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018)
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14 |
Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy
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In: Her, Yer Kathy. (2018). Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/5mk283jn (2018)
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Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932 (2018)
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Shades of Deeper Meaning: A Phenomenological Study of Dialect Variance among 21st Century Rural Midwestern High School Students
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1524672085289361 (2018)
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An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381 (2018)
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Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018)
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Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study
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In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588 (2018)
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How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers
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In: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285 (2018)
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