| Abstrakt: |
As income inequality rises in the United States, students from low-income backgrounds and other excluded identities are more likely to remain in the lower income percentile, especially if they do not have college degrees (Kochhar & Cilluffo, 2018). Therefore, a critical approach is to focus on what happens before middle and high school, realizing that early childhood is a prime season for students to learn about college and their future. This study explored the practices influencing college-going aspirations for marginalized students in a K-5 school that engages teachers and families. The examination of the literature explores how schools prepare elementary-aged students to develop desires to go to college. The case study design collected data from observations, an administrative interview, and a document review. Findings revealed social and environmental practices influencing the attitudes and aspirations of students and families to attend college. The results have implications for curriculum and school culture to redefine the postsecondary conversation. [ABSTRACT FROM AUTHOR] |
