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ERIC Number: EJ992221
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-7109
Urban-Schooled Latina/os, Academic Literacies, and Identities: (Re)Conceptualizing College Readiness
Hungerford-Kresser, Holly; Amaro-Jimenez, Carla
Penn GSE Perspectives on Urban Education, v9 n2 Fall 2012
This qualitative case study focuses on the early college experiences of five Latina/o urban-schooled students who graduated in the top 10% of their high school class, guaranteeing them admission into a prestigious four year state university. Although all participated in transition initiatives, and initially felt equipped to participate in university academics, they experienced both common and unique challenges that caused them to negotiate their student identities. By focusing on connections between identities and academic literacies, we argue for a need to (re)conceptualize college readiness in light of the identity negotiations (or processes) inherent in students' experiences in the cultural world of the university. (Contains 1 figure and 1 table.)
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A