TY - CHAP
T1 - Creating College-Going Cultures for Students of Color in the US: Finding a Balance Between Targeted and Normative Models of Intervention
AU - Vue, Rican
AU - Haslerig, Siduri
AU - Jayakumar, Uma M.
AU - Allen, Walter R.
N1 - Creating College-Going Cultures for Students of Color in the US: Finding a Balance between Targeted and Normative Models of Intervention - Author: Rican Vue, Siduri Haslerig, Uma M. Jayakumar, Walter R. Allen
Vue, Rican; Haslerig, Siduri; Jayakumar, Uma M.; and Allen, Walter R. (2012). "Creating College-Going Cultures for Students of Color in the US: Finding a Balance Between Targeted and Normative Models of Intervention". In C. Camp Yeakey (Ed.), Living on the Boundaries: Urban Marginality in National and International Contexts (Advances in Education in Diverse Communities series, Volume 8, pp. 179-197). Emerald Group Publishing Limited.
PY - 2012
Y1 - 2012
N2 - The paper examines two race-based intervention programs, focusing on the distinction between models of intervention based on targeted and indiscriminate (i.e., normative) college-going cultures. We unpack the concept of the “college-going culture” – defined as a set of expectations and norms that socialize students to view themselves as college-bound – and add nuance to it by illustrating how racial/cultural community and school environments, respectively, act as spheres of influence. Findings are based on semi-structured interviews with 46 alums of two effective, race-based intervention programs. Within one program, participants experienced culturally relevant programming but felt excluded from the college-going culture of the wider school environment. In the other program, students were included in the larger college-going culture of the school, but often felt culturally isolated. Participants’ narratives provide insight into the strengths and pitfalls of both intervention programs, and the paper concludes with a diagram outlining elements essential in optimal college-going cultures.
AB - The paper examines two race-based intervention programs, focusing on the distinction between models of intervention based on targeted and indiscriminate (i.e., normative) college-going cultures. We unpack the concept of the “college-going culture” – defined as a set of expectations and norms that socialize students to view themselves as college-bound – and add nuance to it by illustrating how racial/cultural community and school environments, respectively, act as spheres of influence. Findings are based on semi-structured interviews with 46 alums of two effective, race-based intervention programs. Within one program, participants experienced culturally relevant programming but felt excluded from the college-going culture of the wider school environment. In the other program, students were included in the larger college-going culture of the school, but often felt culturally isolated. Participants’ narratives provide insight into the strengths and pitfalls of both intervention programs, and the paper concludes with a diagram outlining elements essential in optimal college-going cultures.
UR - https://doi.org/10.1108/S1479-358X(2012)0000008013
U2 - 10.1108/S1479-358X(2012)0000008013
DO - 10.1108/S1479-358X(2012)0000008013
M3 - Chapter
BT - Living on the Boundaries: Urban Marginality in National and International Contexts
ER -