Circumscribed Agency: The Relevance of Standardized College Entrance Exams for Low SES High School Students

Autor/inn/en	Deil-Amen, Regina; Tevis, Tenisha LaShawn
Titel	Circumscribed Agency: The Relevance of Standardized College Entrance Exams for Low SES High School Students
Quelle	In: Review of Higher Education, 33 (2010) 2, S.141-175 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
DOI	10.1353/rhe.0.0125
Schlagwörter	High Schools; Self Efficacy; College Choice; Academic Achievement; African American Students; Hispanic American Students; College Entrance Examinations; High School Students; College Bound Students; Community Colleges; Two Year Colleges; Poverty Areas; Cultural Capital; School Readiness; Higher Education; Educational Improvement; Interviews; Enrollment; Minority Groups; Student Attitudes; High School Seniors; Illinois; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? High school; Oberschule; Self-efficacy; Selbstwirksamkeit; Studienortwahl; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Aufnahmeprüfung; High schools; Community college; Community College; Readiness for school; School ability; Schulreife; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Einschulung; Ethnische Minderheit; Schülerverhalten; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The authors interviewed Black and Latino students from five high-poverty high schools as they attempted to make the transition into college. Their ability to exert individual agency with regard to their entrance exams and their college transition was circumscribed by the messages and behavioral norms that dominated their low-performing high school context. Students preserved their sense of academic competence, yet they drastically misestimated the relevance of their scores while remaining uninformed about their level of college readiness or how to improve it. The framework for analysis comes from three theories: college choice process, cultural capital, and self-efficacy. (Contains 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10