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作者

Dawn R. Person, Haydeh Kaveh, Yvonne García, Timothy A. Carsey

来源

URBAN EDUCATION,Vol.56,Issue3,P.355–369

语言

英文

关键字

作者单位

1California State University, Fullerton, CA, USA

摘要

Urban community leaders describe their perceptions of critical issues in education and offer recommendations for the creation of a college-going culture (CGC). This qualitative study employed a maximum entropy analysis. Results demonstrate critical issues with increasing educational attainment including complexity of the urban school system, limited traditional parental involvement, and self-acceptance among youth. This study emphasizes the importance of a CGC inclusive of the Community Cultural Wealth model, culturally sensitive teachers, and community-connected leaders. Research suggests that educational settings that value student’s and families’ Community Cultural Wealth can increase the number of students that matriculate through the educational pipeline.