Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district

Baker, Gianina Renee

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https://hdl.handle.net/2142/89140 Copy

Description

Title

Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district

Author(s)

Baker, Gianina Renee

Issue Date

2015-12-04

Director of Research (if dissertation) or Advisor (if thesis)

Baber, Lorenzo D

Doctoral Committee Chair(s)

Baber, Lorenzo D

Committee Member(s)

• Zamani-Gallaher, Eboni
• Trent, William
• Welton, Anjale' J

Department of Study

Education Policy, Organization & Leadership

Discipline

Education Organization and Leadership

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• college-going culture
• school personnel expectations
• transition from secondary to postsecondary education
• organizational habitus
• low-income African American
• school district

Abstract

Few studies have conducted research examining how the contextual layers that inform an organization’s habitus influence a school district’s college-going culture for its low-income African American students. This qualitative case study examines the perceptions of school personnel that potentially impact educational attainment of low-income African American students in a largely blue-collar, post-industrial city. The grand tour question guiding this research is: What is the college-going culture for low-income African American students in a mid-size, public Midwestern school district? The existing college-going culture was investigated through the use of McClafferty’s (1997) definition of organizational habitus and Perna’s (2006) college choice model. Employing a purposeful sampling method, sixteen in-depth semi-structured interviews were conducted with school personnel to better understand the current college-going culture for low-income African American students in a large public school district. Three main themes emerged from the reflections of school personnel: (1) evidence of a college-going culture in the school district; (2) perceptions of low-income African American students and their families; and (3) perceptions of the city and school district. The findings from the research indicate the presence of the major principles and conditions of a college-going culture, although varying in strength (McClafferty, McDonough & Nunez, 2002). The findings also support the intersection of Perna’s (2006) contextual layers by exploring the connection of the organizational habitus of the educational system and the city of Woodview. Practical implications for school districts, researchers, and low-income African American students conclude the study.

Graduation Semester

2015-12

Type of Resource

text

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Copyright 2015 Gianina Baker

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