{"title":"Accountability and (In)Congruence in a No-Excuses School College-Going Culture","authors":"L. A. Noll","doi":"10.3102/00028312211057303","DOIUrl":null,"url":null,"abstract":"This study explores how the college-going culture at a no-excuses charter school with high college enrollment rates shaped students’ worldviews and trajectories. Drawing on 7 months of ethnographic fieldwork, I found that the school boosted college enrollment through student compliance to the college accountability policies rather than through the transmission of dominant cultural resources. Alignment between a student’s worldview and the school’s approach mediated their ability to draw on their full range of resources to participate in the college choice process and forge postsecondary trajectories they believed in. These findings foreshadow the potential impacts of “College for All” accountability structures and underscore the importance of cultural congruence in college-going cultures.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"18 1","pages":"112 - 145"},"PeriodicalIF":3.5000,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/00028312211057303","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
This study explores how the college-going culture at a no-excuses charter school with high college enrollment rates shaped students’ worldviews and trajectories. Drawing on 7 months of ethnographic fieldwork, I found that the school boosted college enrollment through student compliance to the college accountability policies rather than through the transmission of dominant cultural resources. Alignment between a student’s worldview and the school’s approach mediated their ability to draw on their full range of resources to participate in the college choice process and forge postsecondary trajectories they believed in. These findings foreshadow the potential impacts of “College for All” accountability structures and underscore the importance of cultural congruence in college-going cultures.
期刊介绍:
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.