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ERIC Number: EJ1403250
Record Type: Journal
Publication Date: 2023
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0195-6744
EISSN: EISSN-1549-6511
Referrals, Collaborative Actions, and Norm-Setting Practices: How College Access Programs Partner with High Schools
Anthony Lising Antonio; Diana Mercado-Garcia; Jesse Foster-Hedrick
American Journal of Education, v130 n1 p1-29 2023
Purpose: Schoolwide college access programs are becoming increasingly ubiquitous in high schools across the country. Research on their effectiveness in improving college-going rates is inconclusive, prompting scholars to question how programs affect practices in schools. To better understand how schools and college access programs work in partnership to expand college advising resources, we study the practices of high schools partnered with a national college access program. Research Methods/Approach: We conducted case studies of two schools, interviewing 118 teachers, staff, parents, students, and program partners over 2 years of data collection. Using the concept of school social capital--the cognitive, material, and social resources that schools derive from their partnership with other organizations--we examined the different ways that school staff interact and collaborate with college access partner staff. Findings: We find that partnerships can help schools become more extensive brokers of college knowledge and advice by engaging in three practices: referrals, collaborative actions, and norm-setting practices. When engaged in collaboration and norm-setting, staff roles expand to include the provision of college advising services and contribute to increasing student access to advising schoolwide. We further find that school leadership plays a significant role in facilitating the types of practices that emerge from college access partnerships. Implications: Although college access partnerships can give rise to multiple advising agents in a school, such effects must be fostered. The alignment of values and goals between partners appears necessary to facilitate brokering practices between staff, as well as leadership to sanction those practices.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305E130009