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From Aspiration to Application: Examining Parental Challenges and the Role of Social Capital in the College Application Process for Low-Income Families in New York City
From Aspiration to Application: Examining Parental Challenges and the Role of Social Capital in the College Application Process for Low-Income Families in New York City
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103600
- ISBN
- 9798293844500
- DDC
- 378
- 저자명
- Bach, Elijah.
- 서명/저자
- From Aspiration to Application: Examining Parental Challenges and the Role of Social Capital in the College Application Process for Low-Income Families in New York City
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 136 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Moneta, Larry.
- 학위논문주기
- Thesis (Ed.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약This qualitative study investigates the role of social capital in enabling low-income parents in New York City to support their children's college application process, addressing a critical gap in educational equity research. Drawing on a phenomenological approach, the study explores the lived experiences of 20 parents residing in government-subsidized housing in New York City, utilizing semi-structured interviews to uncover their challenges, strategies, and perceptions. Grounded in social constructivism, the findings reveal social capital as both a barrier and a bridge, with five key themes: aspirations limited by sparse networks, informational deficits due to scarce mentors, time and resource constraints worsened by social isolation, cultural and linguistic challenges in a multicultural setting, and emotional burdens from absent supportive ties. These themes highlight how systemic inequities- poverty, residential segregation, and limited access to knowledgeable networks-restrict parental capacity, often confining support to emotional encouragement. Conversely, the rare presence of social capital empowers parents through access to information, emotional support, and practical guidance. The study proposes actionable interventions, including enhanced counselor support, simplified financial aid processes, community-based networks, and culturally tailored outreach, to foster social capital and dismantle barriers. Applicable to diverse contexts-rural areas, smaller cities, international families, and non-public housing settings-the findings advocate for systemic change to ensure college access reflects aspiration rather than circumstance. This dissertation contributes to theoretical advancements in social constructivism, empirical insights into urban educational equity, and practical strategies for policymakers and educators, offering a roadmap to transform college access for underserved families.
- 일반주제명
- Educational psychology
- 키워드
- New York City
- 키워드
- Social capital
- 기타저자
- University of Pennsylvania Higher Education Management
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■007cr#unu||||||||
■020 ▼a9798293844500
■035 ▼a(MiAaPQ)AAI32042452
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aBach, Elijah.
■24510▼aFrom Aspiration to Application: Examining Parental Challenges and the Role of Social Capital in the College Application Process for Low-Income Families in New York City
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a136 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Moneta, Larry.
■5021 ▼aThesis (Ed.D.)--University of Pennsylvania, 2025.
■520 ▼aThis qualitative study investigates the role of social capital in enabling low-income parents in New York City to support their children's college application process, addressing a critical gap in educational equity research. Drawing on a phenomenological approach, the study explores the lived experiences of 20 parents residing in government-subsidized housing in New York City, utilizing semi-structured interviews to uncover their challenges, strategies, and perceptions. Grounded in social constructivism, the findings reveal social capital as both a barrier and a bridge, with five key themes: aspirations limited by sparse networks, informational deficits due to scarce mentors, time and resource constraints worsened by social isolation, cultural and linguistic challenges in a multicultural setting, and emotional burdens from absent supportive ties. These themes highlight how systemic inequities- poverty, residential segregation, and limited access to knowledgeable networks-restrict parental capacity, often confining support to emotional encouragement. Conversely, the rare presence of social capital empowers parents through access to information, emotional support, and practical guidance. The study proposes actionable interventions, including enhanced counselor support, simplified financial aid processes, community-based networks, and culturally tailored outreach, to foster social capital and dismantle barriers. Applicable to diverse contexts-rural areas, smaller cities, international families, and non-public housing settings-the findings advocate for systemic change to ensure college access reflects aspiration rather than circumstance. This dissertation contributes to theoretical advancements in social constructivism, empirical insights into urban educational equity, and practical strategies for policymakers and educators, offering a roadmap to transform college access for underserved families.
■590 ▼aSchool code: 0175.
■650 4▼aHigher education administration
■650 4▼aIndividual & family studies
■650 4▼aEducational psychology
■653 ▼aNew York City
■653 ▼aSocial capital
■653 ▼aLinguistic challenges
■690 ▼a0446
■690 ▼a0525
■690 ▼a0628
■71020▼aUniversity of Pennsylvania▼bHigher Education Management.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0175
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357791▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
