Those Who Left, Those Who Stayed
Exploring the Educational Opportunities of High-Achieving Black and Latina/o Students at Magnet and Nonmagnet Los Angeles High Schools (2001–2002)
Bibliographic Data
| ID | 8924838 |
|---|---|
| Authors | Kimberly A Griffin (0000-0001-5298-5102, University of California, Los Angeles, corresponding author), Walter R Allen (University of California, Los Angeles), Erin Kimura-Walsh (University of California, Los Angeles), Erica K Yamamura (Texas State University) |
| Year | 2007 |
| Volume | 42 |
| Issue | 3 |
| Pages | 229-247 |
| Publication date | 2007-10-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131940701632662 |
| OpenAlex | W1979381152 |
| Language | EN |
| Citations received | 7 |
| References cited | 12 |
Being that educational disparities, manifested through socioeconomic instability, were a major contributing factor to the Los Angeles riots, it is important to examine how public high schools are now shaping the postsecondary opportunities of underrepresented students. Using opportunity-to-learn (OTL) and bounded rationality as frames, this article examines the college preparatory experiences of Black and Latina/o students at a magnet and standard urban high school, specifically focusing on the experiences of high achievers. Findings indicate that students at the two schools had equally high college aspirations, but experienced very different college preparatory environments. Magnet students had access to more college-going resources and greater opportunities to learn, manifested directly from opportunities offered at their school and indirectly from the collective college-going culture shaped by the school, peers, and parents. Bounded rationality allowed students at the underresourced urban school to perceive their school's resources positively and stay motivated, but limited their efforts to pursue additional resources to enhance their opportunity-to-learn. Notes ∗ 6 = $25–29,999; 7 = $30–39,999; 8 = $40–49,999
Mathematics education · Pedagogy · Sociology · Critical Race Theory in Education · Gender Studies · Higher Education Research Studies · Psychology · School Choice and Performance
Overcoming Barriers to College Enrollment, Persistence, and Perceptions for Urban High School Students in a College Preparatory Program
Barriers to College Access for Latino/a Adolescents
Beyond conventional wisdom
Examining an Urban District’s College-Going Culture
The Power of Peers
Social Networks and Minority Male College Access
When Schools Choose
| Citations per year | 0.47 |
|---|---|
| Citation span | 2011 - 2020 (10) |
| Highly cited | No |