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Guiding 'Lite': Perceptions on Organizational Impact and Equity in College and Career Planning for Black and Latinx Students in a Suburban Public High School
Guiding 'Lite': Perceptions on Organizational Impact and Equity in College and Career Planning for Black and Latinx Students in a Suburban Public High School
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104803
- ISBN
- 9798293843121
- DDC
- 371
- 서명/저자
- Guiding Lite: Perceptions on Organizational Impact and Equity in College and Career Planning for Black and Latinx Students in a Suburban Public High School
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 192 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Jacobs, Charlotte E. .
- 학위논문주기
- Thesis (Ed.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약This qualitative study examined college and career counseling for Black and Latinx students at Cedar Academy High School (CHS), a suburban public high school located near a major mid-Atlantic city. While previous research has focused on college and career counseling in urban or rural settings (McDonough, 1997; Perna et al., 2008; Woods & Domina, 2014), this study addressed the gap in suburban contexts. Utilizing critical race theory (Bell & Freeman, 1980), critical race theory in education (Delgado & Stefancic, 2001; Ladson-Billings & Tate, 1995), Yosso's (2005) theory of community cultural wealth, and Ray's (2019) theory of racialized organizations as theoretical frameworks, the researchers conducted semi-formal interviews with graduates from CHS, parents, school counselors, and building leaders from the 2020-2024 cohort. The findings revealed insider/outsider dynamics and leadership gaps that create systemic barriers to equitable postsecondary planning. Despite demographic shifts making CHS more diverse, organizational systems remain rooted in historically less diverse practices, leading to inequitable experiences for Black and Latinx students and their families. As the United States, particularly suburban areas, becomes more diverse, the researcher recommends systemic change through a newly created framework to promote more equitable and culturally sensitive college and career planning practices.
- 일반주제명
- Educational leadership
- 일반주제명
- School counseling
- 일반주제명
- Higher education
- 일반주제명
- Educational psychology
- 기타저자
- University of Pennsylvania Educational and Organizational Leadership
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798293843121
■035 ▼a(MiAaPQ)AAI32164915
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aTodman-Mack, Margot.
■24510▼aGuiding 'Lite': Perceptions on Organizational Impact and Equity in College and Career Planning for Black and Latinx Students in a Suburban Public High School
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a192 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Jacobs, Charlotte E. .
■5021 ▼aThesis (Ed.D.)--University of Pennsylvania, 2025.
■520 ▼aThis qualitative study examined college and career counseling for Black and Latinx students at Cedar Academy High School (CHS), a suburban public high school located near a major mid-Atlantic city. While previous research has focused on college and career counseling in urban or rural settings (McDonough, 1997; Perna et al., 2008; Woods & Domina, 2014), this study addressed the gap in suburban contexts. Utilizing critical race theory (Bell & Freeman, 1980), critical race theory in education (Delgado & Stefancic, 2001; Ladson-Billings & Tate, 1995), Yosso's (2005) theory of community cultural wealth, and Ray's (2019) theory of racialized organizations as theoretical frameworks, the researchers conducted semi-formal interviews with graduates from CHS, parents, school counselors, and building leaders from the 2020-2024 cohort. The findings revealed insider/outsider dynamics and leadership gaps that create systemic barriers to equitable postsecondary planning. Despite demographic shifts making CHS more diverse, organizational systems remain rooted in historically less diverse practices, leading to inequitable experiences for Black and Latinx students and their families. As the United States, particularly suburban areas, becomes more diverse, the researcher recommends systemic change through a newly created framework to promote more equitable and culturally sensitive college and career planning practices.
■590 ▼aSchool code: 0175.
■650 4▼aEducational leadership
■650 4▼aEducational administration
■650 4▼aSchool counseling
■650 4▼aHigher education
■650 4▼aEducational psychology
■653 ▼aCollege and career counseling
■653 ▼aEducational equity
■653 ▼aPostsecondary planning
■653 ▼aRacialized organizations
■653 ▼aPostsecondary transitions
■653 ▼aSuburban public high schools
■690 ▼a0449
■690 ▼a0514
■690 ▼a0519
■690 ▼a0525
■690 ▼a0745
■71020▼aUniversity of Pennsylvania▼bEducational and Organizational Leadership.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0175
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358871▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
