| Autor: |
Locke, Leslie Ann, Grooms, Ain |
| Předmět: |
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| Zdroj: |
International Journal of Qualitative Studies in Education (QSE); January 2024, Vol. 37 Issue 1, p132-153, 22p |
| Abstrakt: |
Early College High Schools (ECHS) partner with post-secondary institutions to award students, specifically those from historically marginalized groups, with significant transferrable college credit—tuition free—along with a high school diploma. Utilizing the frameworks of counterspace and counterstory, this study aimed to understand the perceptions of 13 women who identify as of Color and/or low-income, who graduated from an ECHS and are now in college or are recent college graduates, regarding their experiences attending an ECHS and their preparation for post-secondary success. Qualitative analyses indicated the ECHS served as an educational counterspace with a variety of "structural-cultural" elements that were imperative to the participants' transition to, engagement with, and success in college. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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