Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

High-Performing English Learnersí Limited Access to Four-Year College


by Yasuko Kanno ó 2018

Context/Background: Currently, chances for English learners (ELs) to reach higher education in the United States 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 ELsí four-year-college access in the United States, Bourdieuís 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 schoolís institutional habitus and the studentsí individual habitus were extracted and coded, and patterns of the interplay between the two were identified.

Results: Three factors inhibiting ELsí 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 schoolís institutional habitus highlighted ELsí linguistic deficits and inclined educators to view high-performing 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 ELsí 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.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase High-Performing English Learnersí Limited Access to Four-Year College
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Visitor
Choose this to join the mailing list or add an announcement.
$0
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 120 Number 4, 2018, p. -
http://www.tcrecord.org ID Number: 22045, Date Accessed: 10/23/2017 6:46:00 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Yasuko Kanno
    Boston University
    E-mail Author
    YASUKO KANNO is an associate professor in the School of Education at Boston University, where she directs the TESOL licensure program. Kanno studies immigrant English learnersí access to postsecondary education. Her publications include Kanno and Cromley (2015), English language learnersí pathways to four-year colleges, Teachers College Record, 117, 120306.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS