Beyond conventional wisdom: community cultural wealth and the college knowledge of African American youth in the United States

Holland, Nicole

doi:10.1080/13613324.2016.1150823

Cited by 39 publications

(30 citation statements)

References 25 publications

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“…By promising aid earlier, TDP may also increase academic preparation and social capital during high school, facilitating later success in college. College-going culture is partly driven by students influencing one another's college outcomes within school networks (Bryan, Moore-Thomas, Day-Vines, & Holcomb-McCoy, 2011;Engberg & Wolniak, 2010;Farmer-Hinton, 2008;Holland, 2015Holland, , 2016McDonough, 1997;Perna & Titus;Plank & Jordan, 2001;Robinson & Roska, 2016;Roderick, Coca, & Nagaoka, 2011). Research also suggests that the actions of school counselors influence students' receipt of college-related information and their college outcomes (Bryan et al, 2011;Hurwitz & Howell, 2014;McDonough, 2005aMcDonough, , 2005bPerna, Rowan-Kenyon, Thomas, Bell, Anderson, & Li, 2008;Stanton-Salazar, 1997.…”

Section: Theory and Prior Evidence On College Accessmentioning

confidence: 99%

The Promise of Free College (and Its Potential Pitfalls):

Harris¹,

Farmer-Hinton²,

Kim³

et al. 2020

Improving Research-Based Knowledge of College Promise Programs

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T he price of college is rising, making college feel out of reach for a rising share of Americans. Families can borrow to be sure, but with total student loan debt now above $1 trillion nationally, the situation seems unsustainable. Meanwhile, we face a long-term decline in our international ranking on college attainment and the disparities in college access by race and income-disparities that financial aid and loans are supposed to address-seem larger than ever. It is no surprise then that in the campaign for U.S. President in the 2016 election, nearly all candidates of both major political parties raised the issue of college affordability. Increasing financial aid to students is one obvious potential solution. Once limited to discussions of the size of need-based aid programs such as Pell grants and state-based merit aid programs, new forms of aid have emerged. Place-based "promise scholarships" provide funds to students attending schools in certain cities and states. Others have proposed changes on a national scale, increasing and redesigning financial aid to eliminate student loan debt, called debt-free college, or going even further by eliminating tuition, fees, and/or some share of living expenses-free college. This study examines one of the first randomized control trials of a program similar to many free college and promise scholarship proposals. The Degree Project was launched in Milwaukee Public Schools (MPS) in 2011. Students in 18 randomly selected high schools were promised up to $12,000

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Section: Theory and Prior Evidence On College Accessmentioning

confidence: 99%

The Promise of Free College (and Its Potential Pitfalls):

Harris¹,

Farmer-Hinton²,

Kim³

et al. 2020

Improving Research-Based Knowledge of College Promise Programs

View full text Add to dashboard Cite

show abstract

“…an "under-examined, but critically important aspect of the college experience for Latina/o students" (Lozano, 2015b, p. 3). Lozano (2017) (Holland, 2014), academic determination (Pérez, 2017), undergraduate experiences (Luna & Martinez, 2013), experiences at HSIs (Kouyoumdjian, Guzmán, Garcia, & Talavera-Bustillos, 2015), and graduate education experiences (Espino, 2017 (Rubin & Rubin, 2005) conducted by the principle investigator and her graduate assistant.…”

Section: Statement Of the Problem And Purpose Of The Studymentioning

confidence: 99%

ELEVATING LATINA VOICES OF LEADERSHIP: Latina Student Leaders’ Beliefs, Approaches, and Influences to Leadership

Haber-Curran¹,

Tapia-Fuselier²

2020

Journal of Leadership Education

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There is a recent call for and emergence of leadership research that purposefully centers students' social identities and lived experiences in order to gain more nuanced understandings of college student leadership development and elevate marginalized voices in the leadership narrative. In this qualitative study, the researchers focused on the leadership approaches of Latina college student leaders at Hispanic Serving Institutions and the influences that shape their approaches to leadership. The findings reveal participants' unique forms of capital as well as sources of on-campus support that shape and influence their leadership beliefs and styles, including a focus on community, a commitment to making a positive impact, and non-hierarchical approaches to leadership.

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“…Second, college knowledge pertains to students’ awareness of and familiarity with non-academic aspects of college going, in particular, the procedural aspects of college admission and the cultural norms of higher education (Conley, 2012; Holland, 2017). Developing college aspirations is also an essential aspect of college knowledge.…”

Section: Background Literature and Theorymentioning

confidence: 99%

Broadening conceptions of a “college-going culture”: The role of high school climate factors in college enrollment and persistence

Knight

Duncheon

2019

Policy Futures in Education

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As workforce participation increasingly requires a college degree, ensuring that more students from traditionally underrepresented populations have the opportunity to enter and complete college is an equity imperative. To that end, high school reforms have promoted “college-going cultures” in low-performing high schools through interventions such as rigorous course offerings and college counseling. College access research has focused on issues specific to academics and college-going processes. Yet this research has tended to ignore broader school climate factors such as school safety and extracurricular programming, which may play a critical role in postsecondary opportunity, especially for historically underserved students. The current study applies hierarchical generalized linear modeling to the Educational Longitudinal Study of 2002 to 2006 to examine the role of college-going culture and high school climate characteristics on college enrollment and persistence. We find that while some components of college-going culture are associated with the likelihood of college enrollment and persistence, that relationship is moderated by school climate factors. We conclude that efforts to implement a college-going culture may struggle if extracurricular opportunities, school safety, and overall school climate issues are ignored.

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Beyond conventional wisdom: community cultural wealth and the college knowledge of African American youth in the United States

Cited by 39 publications

References 25 publications

The Promise of Free College (and Its Potential Pitfalls):

The Promise of Free College (and Its Potential Pitfalls):

ELEVATING LATINA VOICES OF LEADERSHIP: Latina Student Leaders’ Beliefs, Approaches, and Influences to Leadership

Broadening conceptions of a “college-going culture”: The role of high school climate factors in college enrollment and persistence

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