Lamps under the Bushel Basket: Supporting First-Generation Students in Catholic Secondary Schools

By Rodriguez, Jesus; Liberotti, Gina et al. | Momentum, Summer 2015 | Go to article overview

Lamps under the Bushel Basket: Supporting First-Generation Students in Catholic Secondary Schools


Rodriguez, Jesus, Liberotti, Gina, Jimenez, Evelyn, Momentum


Applying to college can be a complex and difficult process, even for students whose parents have a college degree. For first-generation students, navigating the educational "pipeline" may be twice as challenging because of their limited "college knowledge" (Vargas, 2004). This hidden minority does not have the vocabulary necessary to define and navigate the steps needed to prepare for higher education, including basic admission procedures, applying for financial aid and making connections between desired career paths and required education. Defined as "first-generation," this student population does not benefit from the experiences of college-educated parents and family members by way of information sharing and goal setting. They are disadvantaged in understanding what skills, attitudes and abilities are necessary to successfully navigate the college experience (Horn & Nunez, 2000). Historically, these students have lower college attendance and college persistence; there is an access gap for students who are the first in their family to pursue higher education.

Framing the achievement patterns for underrepresented minority groups (especially Black and Latino) within a larger historical and social context (burdens of poverty, economic exploitation, segregation, and discrimination) is one way to understand the disproportionate pattern of lower educational achievement and attainment among first-generation and immigrant students. These larger issues not only afFect these students outside of the school setting, but they are likely to have severe consequences in their experience of school. Other challenges to their educational success include: (1) low aspirations for a college education and a lack of knowledge about college as an option (social capital) (Portes 8c Rumbaut, 2001); and (2) inadequate knowledge of social, linguistic, and cultural backgrounds of the contexts in which they now live, resulting in students feeling "marginalized in school" and feeling as though they "do not belong" (Gibson et al., 2004, p. 3).

With so little known about first-generation and immigrant (undocumented) students at Loyola High School in Los Angeles, the objective of our work was to explore and understand the educational experiences of first-generation students at the school. Our hope is to develop a "seamless system of support" for current first-generation students and those entering the school. Our work sought to explore and understand the educational experiences of our first-generation students by posing the following questions: "Are we effectively identifying first-generation students and offering a formal campus support network?" "What do they perceive as barriers to their schooling experience?" "What are the ways the school can support a "seamless educational pipeline" (into higher education) beginning in middle school?" Through a series in Momentum and NCEA Talk, our team is sharing this journey of our multi-level intervention program that supports first-generation and undocumented (immigrant) students in a single-gender (male) Catholic (Jesuit) secondary school.

Literature

Studies have found a correlation between the role of peers in schooling and academic performance and aspirations among U.S.-born and immigrant high school-aged youth (Gandara, O'Hara, 8c Gutierrez, 2004; Gibson, Bejinez, Hidalgo, 8c Rolon, 2004; Gibson, Gandara, 8c Koyama, 2004; Raley, 2004; Stanton-Salazar, 2004; Vigil, 2004), especially those of Mexican decent (Gibson et al., 2004). Peer influence, however, may take on several forms resulting in positive or negative outcomes. Gibson, O'Hara, and Gutierrez (2004) address three forms of influence. The first influence is direct pressure to engage in "risky behavior" which results in a reduced focus on schooling and an increased chance of getting into trouble and, ultimately, removed from school. The second form of influence operates by "pegging one's behavior according to others'." In other words, the one directly influenced by his or her peer wishes either to identify with that person (or group) or wishes not to. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Lamps under the Bushel Basket: Supporting First-Generation Students in Catholic Secondary Schools
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.