University of Illinois Urbana-Champaign

"Experiencing ""Upward Bound"": An interrogation of cultural landscapes"

White, Carolyne Joan

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https://hdl.handle.net/2142/23542

Description

Title
"Experiencing ""Upward Bound"": An interrogation of cultural landscapes"
Author(s)
White, Carolyne Joan
Issue Date
1991
Doctoral Committee Chair(s)
Denzin, Norman K.
Department of Study
  • Education, Sociology of
  • Sociology, Ethnic and Racial Studies
  • Education, Higher
Discipline
  • Education, Sociology of
  • Sociology, Ethnic and Racial Studies
  • Education, Higher
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Sociology of
  • Sociology, Ethnic and Racial Studies
  • Education, Higher
Language
eng
Abstract
  • "This thesis addresses one of the most significant public issues facing higher education today: the recruitment and successful matriculation of low-income and minority students. These students are variously described in the literature and popular language as ""non-traditional,"" ""marginal,"" ""differential,"" ""disadvantaged,"" and ""at-risk,"" coming to the campus as they usually do from social and educational circumstances where college attendance has been neither expected nor encouraged."
  • "Three broad questions of educational policy guide this inquiry: (1) How can educational practice more fully foster excellence and equity with ""disadvantaged"" students? (2) How do educational interventions, such as Upward Bound, effect the academic careers and future professional lives of ""disadvantaged"" students? (3) How do ""disadvantaged"" students construct scholastic competence and successfully negotiate the ""chilly climate"" of educational institutions historically designed for ""advantaged"" white male students?"
  • These questions are pursued here within the context of the educational journies of twelve former disadvantaged students who have successfully pursued post-secondary education. All of the narrators share former involvement with the Southern Utah State College Upward Bound Program. Nine of the narrators are Navajo, three are Hopi, and one is an Anglo. We tell our stories here, from our own perspectives, to share experience, strength and hope with the anticipation that readers encountering similar institutional constraints will appropriate portions of the narratives to empower and sustain their self-fashioning processes. We name ourselves outright to confront the invisibility and problematizing that has typified institutional depictions of gendered and minority experience. We seek political intervention within and against the failure discourse that dominates the portrayal of disadvantaged students within educational literature.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/23542
Copyright and License Information
Copyright 1991 White, Carolyne Joan

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Education
Dissertations and Theses from the College of Education