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The "Socio-Academic" Positioning of ...

Fernandez, Yesenia.

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The "Socio-Academic" Positioning of English Learners in High School: Implications for Policy and Practice.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The "Socio-Academic" Positioning of English Learners in High School: Implications for Policy and Practice./
Author:	Fernandez, Yesenia.
Description:	183 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617656
ISBN:	9781303853067

The "Socio-Academic" Positioning of English Learners in High School: Implications for Policy and Practice.
Fernandez, Yesenia.

The "Socio-Academic" Positioning of English Learners in High School: Implications for Policy and Practice. - 183 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2014.

In many cases, Long Term English Learners (LTELs) have attended in U.S. schools from the time they were in Kindergarten yet they never shed the label, continue to languish academically, and experience unequal academic outcomes as a result of remedial curricular track placement in schools. Decision-making by personnel guided by federal and state mandates has let to LTELs being positioned in schools in a way that deliberately excludes them from accessing critical social capital that may change their educational trajectories. What courses LTELs take, the programs they are a part of and the information they have access to---their socio-academic position within a school, all contribute to their ability to successfully complete high school and go on to college. This Social Network Analysis study involves secondary datasets from an urban school districts' student information system and surveys of eleventh and twelfth graders at one comprehensive high school. Quantitative analysis of course level and student achievement data as well as student survey responses related to student connectedness in the social network of the school and their ties to intuitional agents, serve to illuminate how LTEL A-G college preparatory course enrollment as well Advanced Placement and Honors program participation ultimately impact LTEL educational trajectories beyond high school. The subsequent analyses of the datasets through the Social Capital and Social Network Analysis frameworks reveal how, based on the coursework in which LTELs are clustered, there are differences in the ties students forge with institutional agents, their academic success, and consequently, their ability to navigate the college going pipeline. In the end, data indicate that LTELs, not tracked in remedial classes and whose default course of study is the A-G college preparatory coursework, and are enrolled in AP/ Honors courses, often have higher academic achievement than students in remedial coursework. In not restricting students to low academic tracks, thus impacting LTEL socio-academic position within the school, the district in this study afforded LTELs academic models and sources of information, a new academic track rich in social capital. Ultimately, these changes had a critical impact upon students' social network and their post-secondary aspirations.

ISBN: 9781303853067Subjects--Topical Terms:

539262
Education, Secondary.

The "Socio-Academic" Positioning of English Learners in High School: Implications for Policy and Practice.
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500 $a Adviser: Cecilia Rios-Aguilar.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2014.
520 $a In many cases, Long Term English Learners (LTELs) have attended in U.S. schools from the time they were in Kindergarten yet they never shed the label, continue to languish academically, and experience unequal academic outcomes as a result of remedial curricular track placement in schools. Decision-making by personnel guided by federal and state mandates has let to LTELs being positioned in schools in a way that deliberately excludes them from accessing critical social capital that may change their educational trajectories. What courses LTELs take, the programs they are a part of and the information they have access to---their socio-academic position within a school, all contribute to their ability to successfully complete high school and go on to college. This Social Network Analysis study involves secondary datasets from an urban school districts' student information system and surveys of eleventh and twelfth graders at one comprehensive high school. Quantitative analysis of course level and student achievement data as well as student survey responses related to student connectedness in the social network of the school and their ties to intuitional agents, serve to illuminate how LTEL A-G college preparatory course enrollment as well Advanced Placement and Honors program participation ultimately impact LTEL educational trajectories beyond high school. The subsequent analyses of the datasets through the Social Capital and Social Network Analysis frameworks reveal how, based on the coursework in which LTELs are clustered, there are differences in the ties students forge with institutional agents, their academic success, and consequently, their ability to navigate the college going pipeline. In the end, data indicate that LTELs, not tracked in remedial classes and whose default course of study is the A-G college preparatory coursework, and are enrolled in AP/ Honors courses, often have higher academic achievement than students in remedial coursework. In not restricting students to low academic tracks, thus impacting LTEL socio-academic position within the school, the district in this study afforded LTELs academic models and sources of information, a new academic track rich in social capital. Ultimately, these changes had a critical impact upon students' social network and their post-secondary aspirations.
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