| Author(s): | Langenkamp, A., Walker, J., and Shifrer, D. |
| Title: | Unbundling youth, family, and community involvement in college access: On the ground in Austin, Texas |
| Source: | http://pathwaystocollege.net/pdf/Unbundling_Whi... |
| Date: | 2012 |
| Organization: | |
| Short Description: | This report is a welcome addition to the growing body of research related to postsecondary access and persistence. By focusing on social capital and examining the role that community based organizations play, the authors shine a light on a set of resources that are potentially quite valuable in increasing postsecondary attainment. These supports are especially important for low-income, minority students whose high schools tend to offer fewer resources related to college planning. |
| Annotation: | This report is a welcome addition to the growing body of research related to postsecondary access and persistence. By focusing on social capital and examining the role that community based organizations play, the authors shine a light on a set of resources that are potentially quite valuable in increasing postsecondary attainment. These supports are especially important for low-income, minority students whose high schools tend to offer fewer resources related to college planning. Yet the role of the community and the provision of social supports rarely make it to the forefront of mainstream policy strategies. Several findings here should be of interest to policy makers and practitioners working in schools and community-based organizations. First, focus groups with 12th graders from a range of Austin public high schools underscore the extent to which prospective first generation college students lack access to the networks, norms and information of their higher income peers. Students at low-income schools are aware of and concerned about their own lack of preparation. Despite strong interest, they lack concrete plans about how to get to college. Second, the study demonstrates the powerful role of social capital in facilitating college access. When first generation college-going students do have access to and are actively involved in college planning conversations and experiences, they enroll in four-year institutions at the same rate as their middle and upper middle-income peers. Active involvement in college planning is a powerful “gap-closer,” and community organizations are key partners in the college access equation. |
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