By Sarah M Ovink
This e-book is an in-depth research which examines the lives of 50 formidable Latino/a highschool seniors within the San Francisco East Bay region, following their front into collage and occupation pathways over numerous years. This publication examines the social forces that contributed to near-universal collage attendance between those often low-income Latinos/as, all of whom attended relatively commonplace public faculties. In an period of elevated fiscal lack of confidence, diminished investment for faculties, and emerging collage university, this booklet offers a balanced examine the person offerings and systemic constraints influencing today’s “college-for-all” orientation, whereas pointing the best way towards probabilities for making university pathways smoother for all.
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19. On January 1, 2012, undocumented students became eligible for statefunded Cal Grants due to Assembly Bills (AB) 130 and AB 131, collectively known as the California Dream Act. 20. , and Yu Xie. ” American Sociological Review 75, no. 2 (April 1, 2010): 273–302. 1177/0003122410363567. 21. Du Plessis, Stan. ’” Working Paper. Stellenbosch University, Department of Economics, 2007. repec. htm. 22. Mastronarde, Donald J. ” Department of Classics, UCB, January 1, 1986. org/uc/item/0mn5q9c5. M. OVINK 23.
Morgan, Stephen Lawrence. On the Edge of Commitment: Educational Attainment and Race in the United States. Stanford University Press, 2005. 25. , Archibald O. Haller, and Alejandro Portes. ” American Sociological Review 34, no. 1 (February 1, 1969): 82–92. , David L. Featherman, and Beverly Duncan. Socioeconomic Background and Achievement. Eckland. ” American Sociological Review 39, no. 5 (October 1, 1974): 668–82. 2307/2094313. 26. The “fourth generation” of the status attainment model, elaborated by Kerckhoff (1995), discusses what the author refers to as “institutional arrangements” such as academic tracking that places structural limits on individuals’ pathways to college and career attainment.
It’s better than a [community] college…” Though Beth’s example did not inspire Yolanda to actually apply to a UC, her enjoyment of the campus tour and Beth’s enthusiasm were instrumental in Yolanda seeking to attend a four-year college. Similarly, Greta imagined herself working after high school, instead of enrolling at Cabot. ” In both Greta and Yolanda’s cases, a peer connection influenced them to upgrade their postsecondary plans. Peers also were a source of pressure for some students who looked around at what their friends were doing, and thought about doing the same.