“You have to be able to adjust your own self”: Latinx students’ transitions into college from a low-performing urban high school

References

• Anyon, J. (2014). Radical possibilities: Public policy, urban education, and a new social movement (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Bailey, M. J., & Dynarski, S. (2011). Inequality in postsecondary education. In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances (pp. 117–132). New York, NY: Russell Sage Foundation.
   Google Scholar
• Berger, J. B., & Milem, J. F. (1999). The role of student involvement and perceptions of integration in a causal model of student persistence. Research in Higher Education, 40(6), 641–664. doi:10.1023/A:1018708813711
   Web of Science ®Google Scholar
• Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education, and cultural change: Papers in the sociology of education (pp. 71–112). London, England: Tavistock Publications Limited.
   Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood.
   Google Scholar
• Byrd, K. L., & Macdonald, G. (2005). Defining college readiness from the inside out: First-generation college student perspectives. Community College Review, 33(1), 22–37. doi:10.1177/009155210503300102
   Google Scholar
• Cabrera, A. F., Hagedorn, L. S., Nora, A., Pascarella, E., & Terenzini, P. T. (1999). Campus racial climate and the adjustment of students to college: A comparison between White students and African-American students. Journal of Higher Education, 70(2), 134–160. doi:10.2307/2649125
   Web of Science ®Google Scholar
• Carter, D. F., Locks, A. M., & Winkle-Wagner, R. (2013). From when and where I enter: Theoretical and empirical considerations of minority students’ transition to college. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 28, pp. 93–149). Dordrecht, The Netherlands: Springer.
   Google Scholar
• Carter, P. L. (2003). “Black” cultural capital, status positioning, and schooling conflicts for low-income African American youth. Social Problems, 50(1), 136–155. doi:10.1525/sp.2003.50.1.136
   Web of Science ®Google Scholar
• Collier, P. J., & Morgan, D. L. (2008). “Is that paper really due today?”: Differences in first-generation and traditional college students’ understandings of faculty expectations. Higher Education, 55(4), 425–446. doi:10.1007/s10734-007-9065-5
   Web of Science ®Google Scholar
• DeAngelo, L., Franke, R., Hurtado, S., Pryor, J. H., & Tran, S. (2011). Completing college: Assessing graduation rates at four-year institutions. Higher Education Research Institute, Graduation School of Education & Information Studies, University of California, Los Angeles.
   Google Scholar
• Denzin, N. K. (2009). The research act: A theoretical introduction to sociological methods. New Brunswick, NJ: Aldine Transaction.
   Google Scholar
• Dowd, A. C., & Bensimon, E. M. (2015). Engaging the “race question”: Accountability and equity in U.S. higher education. New York, NY: Teachers College Press.
   Google Scholar
• Giroux, H. A. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(3), 257–293. doi:10.17763/haer.53.3.a67x4u33g7682734
   Web of Science ®Google Scholar
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
   Google Scholar
• Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29(2), 75–91.
   Web of Science ®Google Scholar
• Guiffrida, D. (2005). To break away or strengthen ties to home: A complex issue for African American college students attending a PWI. Equity & Excellence in Education, 38(1), 49–60. doi:10.1080/10665680590907864
   Google Scholar
• Harper, S. (2009). Niggers no more: A critical race counternarrative on Black male student achievement at a predominantly White colleges and universities. International Journal of Qualitative Studies in Education, 22(6), 697–712. doi:10.1080/09518390903333889
   Google Scholar
• Hooker, S., & Brand, B. (2010). College knowledge: A critical component of college and career readiness. New Directions for Youth Development, 2010(127), 75–85. doi:10.1002/yd.v2010:127
   PubMedGoogle Scholar
• Hoxby, C. M., & Murarka, S. (2009). Charter schools in New York City: Who enrolls and how they affect their students’ achievement. National Bureau of Economic Research Working Paper No. 14852. Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Hungerford-Kresser, H., & Amaro-Jimenez, C. (2012). Urban-schooled Latina/os, academic literacies, and identities: (Re)conceptualizing college readiness. PennGSE Perspectives on Urban Education, 9(2), 1–14.
   Google Scholar
• Hurtado, S., Han, J. C., Sáenz, V. B., Espinosa, L., Cabrera, N., & Cerna, O. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education, 48(7), 841–887. doi:10.1007/s11162-007-9051-x
   Web of Science ®Google Scholar
• Iturbide, M. I., Raffaelli, M., & Carlo, G. (2009). Protective effects of ethnic identity on Mexican American college students’ psychological well-being. Hispanic Journal of Behavioral Sciences, 31, 536–552. doi:10.1177/0739986309345992
   Web of Science ®Google Scholar
• Jehangir, R. (2010). Stories as knowledge: Bringing the lived experience of first- generation college students into the academy. Urban Education, 45(4), 533–553. doi:10.1177/0042085910372352
   Web of Science ®Google Scholar
• Kena, G., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., … Ballard, D. (2015). The condition of education 2014. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.
   Google Scholar
• Lamont, M., & Lareau, A. (1988). Cultural capital: Allusions, gaps and glissandos in recent theoretical developments. Sociological Theory, 6(2), 153–168. doi:10.2307/202113
   Google Scholar
• Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60(2), 73–85. doi:10.2307/2112583
   Web of Science ®Google Scholar
• Lincoln, Y. S. (2001). Varieties of validity: Quality in qualitative research. In J. Smart & W. G. Tierney (Eds.), Higher education: Handbook of theory and research (pp. 25–72). New York, NY: Agathon Press.
   Google Scholar
• Liou, D. D., Antrop-González, R., & Cooper, R. (2009). Unveiling the promise of community cultural wealth to sustaining Latina/o students’ college-going information networks. Educational Studies, 45(6), 534–555. doi:10.1080/00131940903311347
   Google Scholar
• Liu, M. C. (2011). Investing in higher education for Latinos: Trends in Latino college access and success. Washington, DC: National Conference of State Legislatures.
   Google Scholar
• Martinez, G., & Deil Amen, R. (2015). College for all Latinos? The role of high school messages in facing college challenges. Teachers College Record, 117, 1–50.
   Web of Science ®Google Scholar
• Martinez, M. A. (2012). Wealth, stereotypes, and the issues of prestige: The college choice experience of Mexican American students within their community context. Journal of Hispanic Higher Education, 11(1), 67–81. doi:10.1177/1538192711428992
   Google Scholar
• Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13–17. doi:10.3102/0013189X017002013
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Musoba, G. D., & Baez, B. (2009). The cultural capital of cultural and social capital: An economy of translations. In W. G. Tierney (Ed.), Higher education: Handbook of theory and research. New York, NY: Agathon Press.
   Google Scholar
• Musu-Gillette, L., Robinson, J., McFarland, J., KewalRamani, A., Zhang, A., & Wilkinson-Flicker, S. (2016). Status and trends in the education of racial and ethnic groups 2016. Washington, D.C.: National Center for Education Statistics.
   Google Scholar
• National Center for Education Statistics (NCES). (2013). Status and trends in the education of racial and ethnic minorities (NCES 2010-015, Table 7.3). Washington, DC: U.S. Department of Education.
   Google Scholar
• Oropeza, M. V., Varghese, M. M., & Kanno, Y. (2010). Linguistic minority students in higher education: Using, resisting, and negotiating multiple labels. Equity and Excellence in Education, 43, 216–231. doi:10.1080/10665681003666304
   Google Scholar
• Perez Huber, L. (2009). Challenging racist nativist framing: Acknowledging the community cultural wealth of undocumented Chicana college students to reframe the immigration debate. Harvard Educational Review, 79, 704–784. doi:10.17763/haer.79.4.r7j1xn011965w186
   Web of Science ®Google Scholar
• Peshkin, A. (1988). In search of subjectivity—One’s own. Educational Researcher, 17, 17–21.
   Google Scholar
• Reid, M. J., & Moore, J. L. (2008). College readiness and academic preparation for postsecondary education: Oral histories of first-generation urban college students. Urban Education, 43, 240–261. doi:10.1177/0042085907312346
   Web of Science ®Google Scholar
• Roderick, M., Coca, V., & Nagaoka, J. (2011). Potholes on the road to college: High school effects in shaping urban students’ participation in college application, four-year college enrollment, and college match. Sociology of Education, 84(3), 178–211. doi:10.1177/0038040711411280
   Web of Science ®Google Scholar
• Rose, V. C. (2013). School context, precollege educational opportunities, and college degree attainment among high-achieving Black males. Urban Review, 45, 472–489. doi:10.1007/s11256-013-0258-1
   Google Scholar
• Sable, J., Plotts, C., Mitchell, L., & Chen, C. (2010). Characteristics of the 100 largest public elementary and secondary school districts in the United States: 2008–09. Washington, D.C.: National Center for Education Statistics.
   Google Scholar
• Schneider, M. E., & Ward, D. J. (2003). The role of ethnic identification and perceived social support in Latinos’ adjustment to college. Hispanic Journal of Behavioral Sciences, 25(4), 539–554. doi:10.1177/0739986303259306
   Web of Science ®Google Scholar
• Snyder, T. D., de Brey, C., & Dillow, S. A. (2016). Digest of education statistics, 2015. Washington, D.C.: National Center for Education Statistics.
   Google Scholar
• Sleeter, C. E. (2013). The academic and social value of ethnic studies. In C. E. Sleeter (Ed.), Power, teaching, and teacher education: Confronting injustice with critical research and action. New York, NY: Peter Lang.
   Google Scholar
• Solórzano, D. (1997). Images and words that wound: Critical race theory, racial stereotyping and teacher education. Teacher Education Quarterly, 24, 5–19.
   Google Scholar
• Soria, K. M., Weiner, B., & Lu, E. C. (2014). Financial decisions among undergraduate students from low-income and working-class social class backgrounds. Journal of Student Financial Aid, 44(1), 2–23.
   Google Scholar
• Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The handbook of qualitative research (3rd ed., pp. 443–465). Thousand Oaks, CA: Sage.
   Google Scholar
• Stephens, N. M., Markus, H. R., Fryberg, S. A., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102, 1178–1197. doi:10.1037/a0027143
   PubMed Web of Science ®Google Scholar
• Tierney, W. G. (1992). An anthropological analysis of student participation in college. Journal of Higher Education, 62(6), 603–617. doi:10.2307/1982046
   Web of Science ®Google Scholar
• Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York, NY: Routledge.
   Google Scholar
• Welton, A. D., & Martinez, M. A. (2014). Coloring the college pathway: A more culturally responsive approach to college readiness and access for students of color in secondary schools. Urban Review, 46, 197–223. doi:10.1007/s11256-013-0252-7
   Google Scholar
• Winkle-Wagner, R. (2009). The perpetual homelessness of college experiences: The tensions between home and campus for African American women. The Review of Higher Education, 33(1), 1–36. doi:10.1353/rhe.0.0116
   Web of Science ®Google Scholar
• Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267–301. doi:10.3102/0034654311405999
   Web of Science ®Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–92. doi:10.1080/1361332052000341006
   Google Scholar
• Yosso, T. J., Smith, W. A., Ceja, M., & Solórzano, D. G. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79(4), 659–691. doi:10.17763/haer.79.4.m6867014157m707l
   Web of Science ®Google Scholar