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Access, choice, and opportunity: Th...

Werkema, Rachel Deyette.

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Access, choice, and opportunity: Three studies of educational inequality.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Access, choice, and opportunity: Three studies of educational inequality./
作者:	Werkema, Rachel Deyette.
面頁冊數:	275 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1730.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3132021
ISBN:	049679261X

Access, choice, and opportunity: Three studies of educational inequality.
Werkema, Rachel Deyette.

Access, choice, and opportunity: Three studies of educational inequality. - 275 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1730.

Thesis (Ph.D.)--Harvard University, 2004.

This dissertation investigates three educational issues of particular interest to students from disadvantaged socio-economic backgrounds. The first analyzes the college choice process from the perspective of a largely low-income, first-generation population, documenting the hurdles faced by inner-city students as they navigate the college pipeline. College access is impeded by the students' lack of familiarity with key elements of the application process, like standardized tests, application paperwork, and the financial aid process, and the limited assistance they receive with these various tasks. Logistical barriers further compound their difficulty navigating the college pipeline. This research presents the cultural capital assumptions of the college application process as a key factor in explaining the gaps in postsecondary attendance among students from different socioeconomic backgrounds.

ISBN: 049679261XSubjects--Topical Terms:

626654
Education, Sociology of.

Access, choice, and opportunity: Three studies of educational inequality.
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500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1730.
500 $a Advisers: Katherine Newman; Chris Avery; Christopher Jencks.
502 $a Thesis (Ph.D.)--Harvard University, 2004.
520 $a This dissertation investigates three educational issues of particular interest to students from disadvantaged socio-economic backgrounds. The first analyzes the college choice process from the perspective of a largely low-income, first-generation population, documenting the hurdles faced by inner-city students as they navigate the college pipeline. College access is impeded by the students' lack of familiarity with key elements of the application process, like standardized tests, application paperwork, and the financial aid process, and the limited assistance they receive with these various tasks. Logistical barriers further compound their difficulty navigating the college pipeline. This research presents the cultural capital assumptions of the college application process as a key factor in explaining the gaps in postsecondary attendance among students from different socioeconomic backgrounds.
520 $a The second study examines the postsecondary outcomes of a group of twenty-one students who constituted the first cohort in their inner-city high school to study Advanced Placement (AP) calculus and physics. This exploratory research tracks their college destinations and persistence behavior through the first two years after graduating from high school, placing their outcomes in the context of national trends and postsecondary paths of poor, minority students. This group of students displayed impressive college enrollment results and disproportionately high interest in quantitative fields of study; however, they also confronted many obstacles to postsecondary success. While the accomplishments of these students compare favorably to the outcomes of other graduates of segregated, inner-city schools, their access to advanced academic coursework in high school was not enough to insulate them from the academic, financial, and social challenges of a postsecondary educational environment far removed from their segregated, inner-city high school.
520 $a The third study explores school choice as a strategy for improving educational opportunities for public school students. Using data from a privately-funded voucher program in New York City, this research investigates whether the availability of a choice option is likely to spur improvements in low-performing public schools. The study traces voucher applicants to the public schools they were attending at the time of application to identify the schools most likely to experience student exit in the wake of a school choice option. The results suggest that voucher program of this type are unlikely to generate a mass exit of students from under-performing public schools.
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