Right Directions, Wrong Maps: Understanding the Involvement of Low-SES African American Parents to Enlist Them as Partners in College Choice

Autor/in	Smith, Michael J.
Titel	Right Directions, Wrong Maps: Understanding the Involvement of Low-SES African American Parents to Enlist Them as Partners in College Choice
Quelle	In: Education and Urban Society, 41 (2009) 2, S.171-196 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124508324028
Schlagwörter	High Schools; College Choice; Parent Participation; Expectation; Parent School Relationship; Low Income Groups; African Americans; Socioeconomic Influences; Student Motivation; Graduation; Misconceptions; Knowledge Level; Barriers; Urban Areas; Mothers; One Parent Family; Parent Child Relationship; Personal Narratives; Academic Aspiration + Suchen Sie Ihr Suchwort? High school; Oberschule; Studienortwahl; Elternmitwirkung; Expectancy; Erwartung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Afroamerikaner; Sozioökonomischer Faktor; Schulische Motivation; Abschluss; Graduierung; Missverständnis; Wissensbasis; Urban area; Stadtregion; Mother; Mutter; Single parent family; Ein-Eltern-Familie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Erlebniserzählung
Abstract	Research extols the benefits of parent involvement in college choice, but low-SES African American parents are unable to match efforts of wealthier parents. This qualitative study found that in their communities the high school diploma was the normative credential for upward mobility. To this end, parents used narratives of struggle to motivate their children while utilizing maps that charted the course to high school completion. Findings suggest that in these families a high level of involvement towards high school completion exists, but that to shift expectations from high school to college completion requires unified and coordinated efforts from the Academy to pull parents into the college pipeline as early as middle school. The Academy must assume parents support their child's education and work with them to aggressively deliver critical college knowledge in the form of co-constructed maps that chart the course to college completion. (Contains 1 table, 1 figure, and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10