NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1171530
Record Type: Journal
Publication Date: 2018-Mar
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0972
College Readiness versus College Worthiness: Examining the Role of Principal Beliefs on College Readiness Initiatives in an Urban U.S. High School
Convertino, Christina; Graboski-Bauer, Ashley
Urban Review: Issues and Ideas in Public Education, v50 n1 p45-68 Mar 2018
In light of increasing emphasis on the importance of post-secondary education to personal economic security, there is growing interest to promote college readiness initiatives in high schools, particularly for low-income and minority students for whom the harmful effects of institutional inequities on college readiness is well-documented. Relatively unexplored is whether and how deficit beliefs about these students influence college readiness initiatives. Extant literature establishes that principals play an important role in mediating organizational change and culture. However, there is scant research evaluating how principals' beliefs may influence their leadership towards reforming college readiness, particularly in regard to creating a college-going culture. This case study provides a critical examination of one principal who engaged in school-wide organizational change to create a college-going culture at an urban U.S. high school serving a high number of low-income and minority students. Discourse analysis revealed that although this principal's reform efforts were exemplary in many ways, he expressed deficit views of underrepresented students. Findings suggest that reductionist views of minority and low-income students conflict with initiatives to promote equitable college readiness. This case study uncovers a discursive dichotomy significant to examining the intersectionality of principals' beliefs and college readiness initiatives.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A