Page 1 |
Save page Remove page | Previous | 1 of 402 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
“MISMATCHED”: MATCHING LATINO/AS FROM API 1-2 HIGH SCHOOLS TO
AN ELITE PUBLIC UNIVERSITY
by
Jorge Luis Torres
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2011
Copyright 2011 Jorge Luis Torres
Object Description
| Title | “Mismatched”: matching Latino/as from API 1-2 high schools to an elite public university |
| Author | Torres, Jorge Luis |
| Author email | jltorres@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-05-02 |
| Date submitted | 2011-05-26 |
| Date approved | 2011-05-27 |
| Restricted until | 2011-05-27 |
| Date published | 2011-05-27 |
| Advisor (committee chair) | Baca, Reynaldo |
| Abstract | Cultural Ecological Theory is able to account for minority’s performance in their school setting, given their incorporation to American society. This incorporation ultimately leads towards disengagement in academic work for students. However, most research does not account for the “burden of being Latino/a.” This study accounts for this burden, given Latino/as’ experiences in API 1-2 high school settings and in a selective college. Results indicate that these top ranked students do face obstacles despite their top class rankings in high school and while in college. Social Capital is said to be the actual or potential resources that are linked to a person’s network. Often problematic for Latino/a students is the lack of social and cultural capital found for Latino/as at low performing high schools. Nonetheless, institutional agents can provide this access and cultural capital that Latino/as often lack. This study attempted to uncover Latino/as experiences during their high school and collegiate setting with respects to institutional agents that may have altered their academic trajectories. Students were found to have institutional agents alter their trajectories in both settings, while empowerment agents were seen in the college setting. Affirmative action as applied to minority students continues to be the most highly debated topic regarding the subject. Much has been said about the college squeeze that is currently being seen at both flagships in the UC system. Namely, minorities are seen as taking away admission slots from other more “qualified” students that score higher on their SATs. Latino/a students with lower SAT scores are considered to be affirmative action given their lower SAT credentials. This study sought to uncover student’s experiences at one of the UC’s flagship universities who previously attended one of California’s lowest performing high schools (API 1-2). Particularly, this study looked beyond GPA as means of assessment in determining their “mismatched” or “matched” status. Results indicate that students are able to obtain various forms capital beyond a GPA. Selective institutions have been proven to yield higher graduation rates, higher lifetime earnings, post graduate enrollment and higher and faster graduation rates. Latino/as have usually not been able to enjoy these benefits given their retention at these selective universities. Negatively impacting their retention includes: racial climate, diverse quality peer interactions and factors involving the community and family. Findings demonstrate that students continue their pre-college interaction patterns with similar ethnic peers once in college, while evidence of by a hostile racial climate was evident and students were found to be connected to smaller organizations on campus. |
| Keyword | acting White; social capital; institutional agent; empowerment agent; stereotype threat; affirmative action; mismatch hypothesis; selective university; flagship university; API 1-2 high schools; low performing high school; sense of belonging; Latino/a retention; racial climate; peer interactions; community involvement |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Torres, Jorge Luis |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume71/etd-TorresJorg-6-0.pdf |
Description
| Title | Page 1 |
| Full text | “MISMATCHED”: MATCHING LATINO/AS FROM API 1-2 HIGH SCHOOLS TO AN ELITE PUBLIC UNIVERSITY by Jorge Luis Torres A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2011 Copyright 2011 Jorge Luis Torres |
Comments
Post a Comment for Page 1
