Trazando el camino, atravesando la ruta, que define el destino [Charting the course, traversing the route, defining the destiny]: the implications of a college-going culture on the post-secondary outcomes of Latina students in a predominantly white suburban high school / Taryn Mala Johnson.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Johnson, Taryn Mala, author.

Contributor:

Watts, Caroline L., degree supervisor.

Jarvis, Robert L., degree committee member.

Perna, Laura W., degree committee member.

University of Pennsylvania. Educational and Organizational Leadership, degree granting institution.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Educational and Organizational Leadership.

Educational and Organizational Leadership--Penn dissertations.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Educational and Organizational Leadership.

Educational and Organizational Leadership--Penn dissertations.

Physical Description:

xi, 105 leaves ; 29 cm

Production:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2016.

Summary:

ABSTRACT TRAZANDO EL CAMINO, ATRAVESANDO LA RUTA, QUE DEFINE EL DESTINO [CHARTING THE COURSE, TRAVERSING THE ROUTE, DEFINING THE DESTINY]: THE IMPLICATIONS OF A COLLEGE-GOING CULTURE ON THE POST-SECONDARY OUTCOMES OF LATINA STUDENTS IN A PREDOMINANTLY WHITE SUBURBAN HIGH SCHOOL Taryn Mala Johnson Dr. Caroline L. Watts The Latino population in suburban neighborhoods across the United States is growing at a rapid pace. In Long Island, New York, the population increase has created dividing lines that are more pronounced than they were in the early 1970s resulting in communities that are resegregated by virtue of race and socioeconomics. These dividing lines produce two types of segregated schools. First, there are schools with an overwhelmingly minority student body that continue to struggle financially and exhibit low graduation and college-going rates. Second are the predominantly White resource-rich schools with a burgeoning Latino population that is still marred by data indicative of the continuing achievement gaps. This phenomenological study seeks to make meaning of the high school experiences that resulted in the post-secondary outcomes for first-generation Latina students who attended a predominantly White, suburban Long Island high school with a systematically implemented college-going culture that was developed to address the needs of a diverse population. Through student and school-staff interviews and an examination of the archival data from the students' four-year high school careers, the specific programmatic and organizational implications of the college-going culture within the suburban high school will be clearly defined. The intent of this study is to (1) understand one school's definition of a college-going culture and what that culture looked like when it was systematically implemented; (2) identify how Latina students defined and navigated the college-going culture in this setting; and (3) identify what supports might further promote the achievement of Latina students and result in post-secondary outcomes comparable to their White counterparts.

Notes:

Ed. D. University of Pennsylvania 2016.

Department: Educational and Organizational Leadership.

Supervisor: Caroline L. Watts.

Includes bibliographical references.