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104
socioeconomic, minority, and immigrant students lack the cultural, linguistic, and social
capital to successfully navigate the educational environment in order have the knowledge
and skills to gain college admission.
Schools can facilitate the development of academic, cultural, and linguistic capital
by creating a college-going environment where the expectation for college is attainable
and all students are expected to go. To create a college-going environment that
encourages and supports all students, especially those student who traditionally are
underrepresented in higher education, schools must directly address certain school
cultural factors such as teacher expectations, race-based assumptions, and students’
lowered expectations (Jones, Yonezawa, Ballesteros, & Mehan, 2002; Hagedorn and
Tierney, 2002). When building a strong college-going culture it is necessary to address
the cultural barriers that prevent certain underrepresented subgroups from participating in
higher education.
Status socialization theory proposes that future educational success amongst
underrepresented adolescent groups must be related to current beliefs about such success
being likely (attainable) and desirable (Haller and Portes, 1973; Bohon, Johnson, and
Gorman, 2006). Moreover, this theory serves to clarify the difference between aspirations
(desire to achieve high levels of education) and expectations (the assessment of one’s
ability to personally achieve high levels of education), with aspirations being higher and
expectations being lower and more “realistic” (Bohon, Johnson, and Gorman, 2006).
Schools can raise student’s expectations and aspirations by ensuring that all students are
Object Description
| Title | Improving college participation success in Glendale Unified School District: An application of the gap analysis model |
| Author | Cassady, Dawn Marie |
| Author email | Kedwyn@aol.com; cassady@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-29 |
| Advisor (committee chair) | Marsh, David D. |
| Advisor (committee member) |
Rueda, Robert S. Arias, Robert J. |
| Abstract | From the time of Brown v. Board of Education, the role of education has been on the forefront of our social, political and economic landscape. Legislation such as the Elementary and Secondary Education Act and No Child Left Behind as well as publications like A Nation at Risk have all illustrated the lack of access, equity and achievement in American schools for the last fifty years. Currently, the United States has a 69% average high school graduation rate, which varies between subgroups and of those students only 57% continue their education in college.; Glendale Unified School District (GUSD) is a high-performing, large, urban school district that serves an economically and culturally diverse population. This project examined the root causes of the gaps in college going rates for all students as well as those of the underrepresented subgroups by applying the Clark and Estes (2005) gap analysis model. Gaps between goal achievement (college participation) and actual student performance were examined and then research-based solutions for closing the achievement gap and recommendations based on those solutions were recommended to the school district administrative team. |
| Keyword | secondary education; school reform; college access |
| Geographic subject | school districts: Glendale Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1954/2010 |
| 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-m3806 |
| Contributing entity | University of Southern California |
| Rights | Cassady, Dawn Marie |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Cassady-4360 |
| Archival file | uscthesesreloadpub_Volume14/etd-Cassady-4360.pdf |
Description
| Title | Page 110 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 104 socioeconomic, minority, and immigrant students lack the cultural, linguistic, and social capital to successfully navigate the educational environment in order have the knowledge and skills to gain college admission. Schools can facilitate the development of academic, cultural, and linguistic capital by creating a college-going environment where the expectation for college is attainable and all students are expected to go. To create a college-going environment that encourages and supports all students, especially those student who traditionally are underrepresented in higher education, schools must directly address certain school cultural factors such as teacher expectations, race-based assumptions, and students’ lowered expectations (Jones, Yonezawa, Ballesteros, & Mehan, 2002; Hagedorn and Tierney, 2002). When building a strong college-going culture it is necessary to address the cultural barriers that prevent certain underrepresented subgroups from participating in higher education. Status socialization theory proposes that future educational success amongst underrepresented adolescent groups must be related to current beliefs about such success being likely (attainable) and desirable (Haller and Portes, 1973; Bohon, Johnson, and Gorman, 2006). Moreover, this theory serves to clarify the difference between aspirations (desire to achieve high levels of education) and expectations (the assessment of one’s ability to personally achieve high levels of education), with aspirations being higher and expectations being lower and more “realistic” (Bohon, Johnson, and Gorman, 2006). Schools can raise student’s expectations and aspirations by ensuring that all students are |
