|
|
|
(Mis)reading Social Class in the Journey Towards College: Youth Development In Urban America
by Janice L. Bloom — 2007While college is perceived as a given for many middle- and upper-income students graduating from high school, the transition from secondary to higher education is a much more complicated one for low-income students, particularly poor and working-class students of color. This article focuses on the critical juncture—one that is under-explored in both the literature on secondary schools and higher education—that these students arrive at when they graduate from high school, and their decision-making processes about whether or not to attend college. What are students worried about? Who are they receiving help from? What do they already know and not know about colleges and the differences between them? How are they making choices about where to apply, and then where to go? What stumbling blocks do they encounter, what are their doubts and fears?
Drawing on research conducted at three small urban public schools over the course of a year, this article offers an important lens on the ways that social class shapes students’ developmental experiences and choices, paving some roads and obstructing easy access down others.
To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
|
|
- Adolescent Lives in Transition: How Social Class Influences the Adjustment to Middle School
- Race, Social Class, and Educational Reform in an Inner-City School
- Social Class and Educational Opportunity
- Social Class, Poverty, and Education: Policy and Practice
- Making Sense of School Sanctioning Policies in Urban High Schools: Charting the Depth and Drift of School and Classroom Change
- Ten Years Later: New Census Data Supports View that Welfare Reform Failed by Denying Access to Higher Education
- Youth Researching Youth: “Trading On” Subcultural Capital in Peer Research Methodologies
- Social Class and Social Action: The Middle-Class Bias of Democratic Theory in Education
- Graduating Class: Disadvantaged Students Crossing the Bridge of Higher Education
- Investing in College: A Guide for the Perplexed
- Class Counts: Education, Inequality, and the Shrinking Middle Class
- Youth Learning on Their Own Terms
- Learning Privilege: Lessons of Power and Identity in Affluent Schooling
- Sweating the Small Stuff: Inner City Schools and the New Paternalism
- Social Class: How does it work?
- Social Stratification in Higher Education
- Prioritizing Urban Children, Teachers, and Schools Through Professional Development Schools
- Hope and Despair in the American City: Why There Are No Bad Schools in Raleigh
- ¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students
- Lost Kids: Vulnerable Children and Youth in Twentieth-Century Canada and the United States
- Opting Out: Losing the Potential of America's Young Black Elite
- The Burdens of Aspiration: Schools, Youth, and Success in the Divided Social Worlds of Silicon Valley
- Streetsmart Schoolsmart: Urban Poverty and the Education of Adolescent Boys
- Mourner
- Pivotal Moments: How Educators Can Put All Students on the Path to College
- Paying for the Party: How College Maintains Inequality
- Urban Youth and School Pushout: Gateways, Getaways, and the GED
- Social Class and Education: Global Perspectives
- Top Student, Top School? How Social Class Shapes Where Valedictorians Go to College
- Adolescent Development and School Achievement in Urban Communities: Resilience in the Neighborhood
- Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement
- Language across Difference: Ethnicity, Communication, and Youth Identities in Changing Urban Schools
- How College Works
- The Politics of Race, Class and Special Education
- Perceptions and Resilience in Underrepresented Students’ Pathways to College
- Educating the Urban Race: The Evolution of an American High School
- Critical Reading in Higher Education: Academic Goals and Social Engagement
- Great Expectations: What Kids Want for Our Urban Schools
- “I Love Learning; I Hate School”: An Anthropology of College
- Teach and Thrive: Wisdom from an Urban Teacher’s Career Narrative
- “You Gotta BE the Book”: Teaching Engaged and Reflective Reading with Adolescents
- Fostering Habits of Mind in Today's Students: A New Approach to Developmental Education
- Practice for Life: Making Decisions in College
- Bridging the High School-College Gap: The Role of Concurrent Enrollment Programs
|
|
- Janice Bloom
Eugene Lang College/The New School for Liberal Studies
E-mail Author
JANICE BLOOM is an Assistant Professor in the Education Studies Department at Eugene Lang College/The New School for Liberal Studies. She taught in New York City public high schools for seven years, and received her doctorate in Urban Education from the Graduate Center of the City University of New York. Her work focuses on issues of social class, urban schools, and access to higher education. Her publications include “Hollowing the Promise of Higher Education: Inside the Political Economy of Access to College” in Beyond Silenced Voices: Race, Class and Gender in United States Schools, edited by Lois Weis and Michelle Fine (2005).
|
|
|
|
|
Executive Summary
Full Text in PDF Format
Email this article
Print this article
Post a Comment
