College-Bound Figured Worlds: Case Studies of Three Urban High Schools

Abstract

This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support.

Cracks to Craters: College Advising During COVID-19

“…Sustained, relational, and intentional advising has been found especially impactful for helping students overcome barriers to postsecondary enrollment (Avery, 2013; Barr & Castleman, 2018; Bos et al, 2012; Carrell & Sacerdote, 2017). Successful mentoring not only addresses student instrumental needs along the college-going pathway but also supports students’ important identity explorations and development as well (Naughton, forthcoming).…”