School Strategies and the “College-Linking” Process: Reconsidering the Effects of High Schools on College Enrollment

Hill, Lori Diane

doi:10.1177/003804070808100103

Cited by 133 publications

(37 citation statements)

References 29 publications

(48 reference statements)

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“…American research has indicated the way in which schools can adopt different strategies of linkage with universities, in some cases acting as 'brokers' in the transition process (Hill 2008). The system of higher education application in Ireland is more centralised, allowing less room for the school to intervene directly in the process.…”

Section: Discussionmentioning

confidence: 99%

‘There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education

Smyth

Banks

2012

British Journal of Sociology of Education

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International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences which shape young people's choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people's own agency, namely, the conscious process whereby students seek out information on different options and evaluate these alternatives.

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Section: Discussionmentioning

confidence: 99%

‘There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education

Smyth

Banks

2012

British Journal of Sociology of Education

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“…Research shows the importance of different social networks in increasing the likelihood of college attendance, with particular attention to parent, peer, and other college-linking networks (Engberg & Allen, 2011;Engberg & Wolniak, 2010;Hill, 2008;Pérez & McDonough, 2008;Perna & Titus, 2005). Disparities, however, exist in relation to students' access to different social networks, and studies show that economically advantaged students have greater access to private counselors (McDonough, 1994), take college entrance examinations more frequently (Fitzgerald & Delaney, 2002), and attend high schools with more established college feeder relationships (Wolniak & Engberg, 2007).…”

Section: Models Of College Choicementioning

confidence: 99%

Pervasive Inequality in the Stratification of Four-Year College Destinations

Engberg

2012

Equity & Excellence in Education

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Rooted in sociological models of educational transitions and tracking, this study examines patterns of stratification in the educational trajectories of low-and high-socioeconomic students.Utilizing longitudinal data from the Educational Longitudinal Study of 2002, this study describes qualitative differences in students' choice sets based on a number of metrics obtained from the Integrated Postsecondary Data System (IPEDS). Additionally, multinomial logistic regression models are used to demonstrate the relative probabilities of attending a low, moderate, or highselectivity undergraduate institution between students of low and high-socioeconomic statuses.Overall, the results demonstrate the pervasiveness of inequality in the college choice decisions of low-and high-SES students and the continued stratification of opportunity for students based on their family background. The study concludes with implications for policymakers and practitioners working within secondary and postsecondary educational sectors.Educational access, particularly as it relates to postsecondary education, remains a critical social justice concern of the 21 st century. While numerous technical reports point to the opening of opportunity for all groups (NCES, 2007) and the concomitant attenuation of educational inequality (Arum, Gamoran, & Shavit, 2007), few studies have examined how more qualitative forms of stratification (e.g., selectivity of institutions) pervade the college choice process, especially among those students who go on to four-year institutions. Rather, most studies have 2 highlighted how social origins and access to capital manifest in the unequal distribution of lowincome and underrepresented racial/ethnic minority students within different hierarchical tracks (i.e., two-year versus four-year; Arum et al., 2007;Engberg & Allen, 2011;Perna & Titus, 2005).The expansion of higher education, however, has led to a graduation erosion of the value of a college degree (i.e., a baccalaureate degree no longer ensures a good job for all; Arum et al.,2007), placing an overall higher premium on qualitative differences in degree attainment.Research has demonstrated the benefits of attending a more prestigious college or university, particularly as it relates to labor market outcomes (Brewer, Eide, & Ehrenberg, 1999;Thomas, 2000) and social mobility (Breen & Jonsson, 2000). Other researchers have argued that the general expansion of higher education has led to a more differentiated and stratified system that continues to protect those institutions that enroll students of higher socioeconomic means (Thomas & Perna, 2004).The mechanisms that drive stratification in higher education have been explored through a number of different paradigms and institutional perspectives. Economic theories point to differences in access to information when determining the benefits and costs of attending college, whereas sociological theories highlight status attainment and access to social networks (Perna, 2006). These theoretical paradigms, howev...

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“…Al referirnos a estrategias institucionales de los establecimientos secundarios, utilizamos indicadores que la literatura internacional señala como relevantes en este ámbito (Hossler et al, 1999;McDonough, 1997, Engberg y Wolniak, 2010, Reay, David y Ball, 2001, que forman parte de los recursos y normas que el colegio pone a disposición de los alumnos para favorecer su ingreso a la universidad (Hill, 2008;Draelants, 2011). Para ello utilizamos indicadores provenientes del cuestionario aplicado a los alumnos, relativos a recursos curriculares (preparación académica específica para enfrentar los estudios universitarios) y normas organizacionales (orientación en torno a los estudios universitarios, confianza para tomar decisiones, motivación y apoyo entregado por los profesores para seguir estudios universitarios).…”

Section: Principales Resultadosunclassified

“…En estas investigaciones se refleja el aporte de los análi-sis cuantitativos pero también de metodologías cualitativas, más recientes en este tipo de estudios (Hossler, Kinzie, Palmer, Hayek, Jacob y Cummings, 2004). Una segunda corriente la constituyen aquellos estudios que investigan específicamente la relación entre el contexto escolar y el acceso a la universidad (Perna, 2006;Hill, 2008;Engberg y Wolniak, 2010).…”

Section: Las Estrategias Institucionales De Los Establecimientos Secuunclassified

“…La primera variable de este nivel ha sido denominada "estrategias institucionales" y hace referencia a las políticas que el establecimiento de enseñanza secundaria pone a disposición de los alumnos para favorecer su ingreso a la universidad, en concordancia con la literatura revisada, básicamente en torno a la tipología establecida por Hill (2008) y retomada por Draelants y Ardoisenet (2011). Esta variable se elaboró en base a cuatro preguntas relativas a la preparación académica específica que el colegio dispensa a sus estudiantes para enfrentar los estudios universitarios, a la confianza que otorga a sus alumnos para tomar decisiones en torno a sus futuros estudios universitarios, a la información y orientación entregada por el colegio en torno a los estudios universitarios y a la motivación y apoyo que los profesores entregan a los alumnos para continuar estudios en la universidad.…”

Section: Modelo De Análisis Y Variablesunclassified

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Acceso a las universidades selectivas en Chile: ¿pueden las estrategias institucionales de los establecimientos secundarios atenuar el peso del capital cultural?

González

Dupriez

2016

Rev. Complut. Educ

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Este estudio examina el impacto de las estrategias institucionales de promoción de estudios universitarios por parte de los establecimientos secundarios sobre los resultados en la prueba de selección universitaria y el acceso de los alumnos a las universidades selectivas, en un contexto de masificación desigual de los estudios universitarios y donde las condiciones socioeconómicas y culturales de origen pesan fuertemente sobre el acceso a estas instituciones. Para este estudio se utilizó una encuesta aplicada a una muestra representativa de 817 alumnos de último año de enseñanza secundaria pertenecientes a establecimientos de modalidad científico-humanista de la provincia de Concepción, en Chile. Los resultados del estudio comprueban la influencia del capital cultural individual y de la composición social del colegio sobre los resultados de los alumnos en la prueba de selección universitaria y el acceso a las universidades selectivas, pero muestran también que las estrategias institucionales de los establecimientos secundarios pueden moderar esta influencia y que son especialmente provechosas para los alumnos que más las requieren.

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School Strategies and the “College-Linking” Process: Reconsidering the Effects of High Schools on College Enrollment

Cited by 133 publications

References 29 publications

‘There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education

‘There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education

Pervasive Inequality in the Stratification of Four-Year College Destinations

Acceso a las universidades selectivas en Chile: ¿pueden las estrategias institucionales de los establecimientos secundarios atenuar el peso del capital cultural?

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