Accessing Possible Selves With Limited College Knowledge

Case Studies of Latino Boys in Two Urban Continuation Schools

Bibliographic Data

ID3755879
AuthorsAdrian H Huerta (0000-0002-6920-9350, University of Southern California, corresponding author)
Year2022
Volume66
Issue10
Pages1342-1367
Publication date2022-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Behavioral Scientist (JOURNAL)
Journal identifiersISSN: 0002-7642 • E-ISSN: 1552-3381
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/00027642211054824
OpenAlexW4286016536
LanguageEN
Citations received6
References cited57

Justice-involved youth are less likely to hold positive attitudes toward education and education systems due to the unfair treatment that they experience. Despite the exchange of college knowledge between justice-involved Latino young men in urban continuation schools, this topic is relatively absent from college access and higher education literature. Using Oyserman and Markus's (1990a) notion of possible selves as a theoretical framework and drawing from in-depth interviews and observations with 26 middle and high school Latino young men across two urban continuation schools, I find that educators intentionally did not share college knowledge with Latino young men. Furthermore, I reveal that these youth possess inaccurate information about the college admissions process. If schools are to help the most vulnerable student populations prepare and aspire for postsecondary education, it is important to equitably disseminate accurate college knowledge to all students

Continuation · Economic Justice · Political science · Sociology · Critical Race Theory in Education · Education Discipline and Inequality · Psychology · School Choice and Performance · Social Psychology

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