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THE IMPACT OF CULTURAL CAPITAL ON ADVANCEMENT VIA
INDIVIDUAL DETERMINATION STUDENTS FROM
TWO SOUTHERN CALIFORNIA HIGH SCHOOLS
by
Shelley R. Espinosa
_________________________________________________________________
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
December 2012
Copyright 2012 Shelley R. Espinosa
Object Description
| Title | The impact of cultural capital on advancement via individual determination students from two southern California high schools |
| Author | Espinosa, Shelley R. |
| Author email | espinosa.shelley@gmail.com;shelley.espinosa@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-10-22 |
| Date submitted | 2012-12-04 |
| Date approved | 2012-12-04 |
| Restricted until | 2012-12-04 |
| Date published | 2012-12-04 |
| Advisor (committee chair) | Sundt, Melora A. |
| Advisor (committee member) |
Robison, Mark Power Escalante, Michael F. Lopez, Sonja |
| Abstract | This study examined Latino student perceptions of how the college preparatory or “pipeline” program of Advancement Via Individual Determination (AVID) contributed to their academic achievement. The AVID program serves students who are historically underrepresented in the university system through a rigorous core curriculum of honors and advanced placement courses in combination with strategies for writing, inquiry, collaboration and reading, as well as tutorial sessions. Utilizing cultural capital theory in tandem with work on social capital and academic capital, this study answered the following two research questions: what do students enrolled in an AVID program from two southern California high schools perceive as “working” to aid them in achieving academic success, and what factors identified by the student and teacher participants relate to elements predicted by cultural capital theory? ❧ Qualitative research methods were employed for this in-depth study of 11th and 12th grade students, teachers, parents, coordinators and administrators from two AVID programs. A total of 57 participants took part in this study. One high school was deemed a National Demonstration site by the AVID organization while the other high school was in the early stages of program implementation. ❧ The findings of this study indicated encouragement and support by parents is necessary for students’ academic success, as are caring and motivational AVID teachers. The students’ individual determination to obtain university admission was also critical. As the AVID curriculum maintains embedded elements of cultural capital theory, teachers, students, parents and the curriculum generated cultural capital for the students through program elements. |
| Keyword | cultural capital; academic capital; social capital; high school students; high school; pipeline programs; pre-college programs; Latino; minority; Mexican-American; Hispanic; southern California; California; AVID; A.V.I.D.; advancement via individual determination; culture; college; college going rates; college attendance |
| 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 |
| Contributing entity | University of Southern California |
| Rights | Espinosa, Shelley R. |
| Physical access | 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@dots.usc.edu |
| Archival file | uscthesesreloadpub_Volume6/etd-EspinosaSh-1379.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | THE IMPACT OF CULTURAL CAPITAL ON ADVANCEMENT VIA INDIVIDUAL DETERMINATION STUDENTS FROM TWO SOUTHERN CALIFORNIA HIGH SCHOOLS by Shelley R. Espinosa _________________________________________________________________ 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 December 2012 Copyright 2012 Shelley R. Espinosa |
