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Bridging Multiple WorldsCultures, Identities, and Pathways to College$
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Catherine R. Cooper

Print publication date: 2011

Print ISBN-13: 9780195080209

Published to Oxford Scholarship Online: May 2011

DOI: 10.1093/acprof:oso/9780195080209.001.0001

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Capital, Alienation, or Challenge? What Matters for Pathways to College a

Capital, Alienation, or Challenge? What Matters for Pathways to College a

(p.49) 4 Capital, Alienation, or Challenge? What Matters for Pathways to Collegea
Bridging Multiple Worlds

Catherine R. Cooper (Contributor Webpage)

Robert G. Cooper (Contributor Webpage)

Margarita Azmitia

Gabriela Chavira

Yvette Gullatt

Oxford University Press

The previous chapter examined how adolescents’ growing maturity, including their college–going identities, can be motivated by a sense of agency and connectedness in the service of their own dreams and those of their families. This chapter considers the second question: what factors lead youth along academic pathways towards or away from college and college–based careers? This chapter examines these pathways and the experiences that shape their access to them. The chapter focuses on a longitudinal study of African American and Latino youth in university pre–college bridging programs, as well as related work with working–class European American youth, among other samples. Findings are aligned with social capital, alienation, and challenge models.

Keywords:   social capital, alienation, challenge, African American youth, Latino youth, European American youth, working–class youth, university bridging programs, algebra

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