Abstract
In this chapter, the authors examine the role of postsecondary encouragement for improving students’ chances of success through community action. The research team examined a pilot project in two middle schools that provided mentoring, exploration of educational and career pathways, and civic engagement opportunities, practices similar to those used in Ireland and modeled after successful school-based projects in New York and other American cities. Interviews with students and mentors reveal how these mechanisms motivated students to aspire to attend college, demonstrating the potential for school-community partnerships in Detroit.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, J. D. (1988). The education of Blacks in the South, 1860–1935. Chapel Hill: University of North Carolina Press.
Becker, G. S. (1964/1975). Human capital: A theoretical and empirical analysis, with special consideration of education (2nd ed.). New York: National Bureau of Economic Research.
Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge, MA: Cambridge University Press.
Bowman, P. J., & St. John, E. P. (2011). Diversity, merit, and higher education: Toward a comprehensive agenda for the twenty-first century (Vol. 25). Readings on Equal Education. New York: AMS Press.
Chiang, A., Fisher, J., Collins, W., & Ting, M. (2015). (Mis)labeled: The challenge of academic capital formation for Hmong American high school students in an urban setting. Journal of Southeast Asian American Education and Advancement, 10, Article 4. http://dx.doi.org/10.7771/2153-8999.1118.
Chiang, A., & Ganson, W. (2017). Student interviews: The center for student advocacy. In E. P. St. John, K. C. Lijana, & G. D. Musoba (Eds.), Using action inquiry in engaged scholarship: An organizing guide (pp. 99–109) Sterling, VA: Stylus.
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95–S120.
Dalton, R., & St. John, E. P. (2017). College for every student: An educator’s building college and career skills. New York: Eye on Education, Taylor & Francis.
Durkheim, É. (1951). Suicide (J. A. Spaulding & G. Simpson, Trans.). Glencoe: Free Press.
Girmay, F., & St. John, E. P. (2018). College choice in global markets: Remixing migration, education, and human rights. In W. Chen, E. P. St. John, X. Li, & C. Hannon (Eds.), Actionable research for education equity and social justice: Higher education reform in China and beyond (pp. 109–132). New York: Routledge.
Goodman, P. (1962). The community of scholars. New York: Random House.
Hannon, C., Faas, D., & O’Sullivan, K. (2017). Widening the educational capabilities of socio-economically disadvantaged students through a model of social and cultural capital development. British Education Research Journal, 43(6), 1225–12245.
Hannon, C., & O’Sullivan, K. (2017). Taking action: The Irish case. In R. Dalton & E. P. St. John (Eds.), College for every student: An educator’s building college and career skills (pp. 132–157). New York: Eye on Education, Taylor & Francis.
Hannon, C., & O’Sullivan, K. (2018). Expanding college and career opportunities for students from low-SES communities in Ireland. In W. Chen, E. P. St. John, X. Li, & C. Hannon (Eds.), Actionable research for education equity and social justice: Higher education reform in China and beyond (pp. 66–87) New York: Routledge.
Hearn, J. C., & Anderson, M. S. (1995). The minnesota finance experiment. In E. P. St. John (Ed.), Rethinking tuition and student aid strategies (pp. 5–26). New Directions for Higher Education, No. 89. San Francisco: Jossey-Bass.
Hudson, E. (2014). Developing and sustaining relationships in a multi-sector higher education access coalition for urban neighborhood change (PhD dissertation).
Lee, M. (2014). Hmong Americans predisposition to college: A qualitative study (PhD dissertation). University of Michigan, Ann Arbor, MI.
Lee, M., & St. John, E. P. (2012). Academic capital formation among Hmong students: An exploratory study of the role of ethnic identify in college transitions. In R. Winkle-Wagner, P. J. Bowman, & E. P. St. John (Eds.), Expanding postsecondary opportunity for underrepresented students: Theory and practice of academic capital formation (Vol. 26, pp. 117–150). Readings on Equal Education. New York, NY: AMS Press.
Nussbaum, M. C. (2011). Creating capabilities: The human development approach. Cambridge, MA: Belcamp Press.
Schoem, D., Modey, C., & St. John, E. P. (Eds.). (2017). Teaching the whole student: Engaged learning with heart, mind, and spirit (pp. 225–245). Sterling, VA: Stylus.
Siddle Walker, V. (1996). Their highest potential: An African American school community in the segregated south. Chapel Hill: University of North Carolina Press.
Siddle Walker, V. S., & Snarey, J. (Eds.). (2004). Race-ing moral formation: African American perspectives on care and justice. New York: Teachers College Press.
St. John, E. P. (Ed.). (2004) Improving access and college success for diverse students: Research on the Gates Millennium Scholarship Program (Vol. 20). Readings on Equal Education. New York, NY: AMS Press.
St. John, E. P., Bigelow, V. M., Lijana, K., & Masse, J. (2015). Left behind: Urban high schools and the failed markets. Baltimore: Johns Hopkins University Press.
St. John, E. P., Daun-Barnett, N., & Moronski-Chapman, K. M. (2013). Public policy and higher education: Reframing strategies for preparation, access, and success. New York: Routledge.
St. John, E. P., Lijana, K. C., & Musoba, G. D. (2017). Using action inquiry in engaged scholarship: An organizing guide. Sterling, VA: Stylus.
St. John, E. P., Daun-Barnett, N., & Moronski-Chapman, K. M. (2018). Public policy and higher education: Reframing strategies for preparation, access, and success (2nd ed.). New York: Routledge.
St. John, E. P., Hu, S., & Fisher, A. S. (2011). Breaking through the access barrier: Academic capital formation informing policy in higher education. New York: Routledge.
St. John, E. P., Kim, J., & Yang, L. (2003). Improving reading and literacy in grades 1–5: A resource guide to research-based programs. Thousand Oaks, CA: Corwin.
St. John, E. P., McKinney, J., & Tuttle, T. (2006). Using action inquiry to address critical challenges. In E. P. St. John & M. Wilkerson (Eds.), Reframing persistence research to support academic success. New Directions for Institutional Research (Vol. 30, pp. 63–76). San Francisco: Jossey-Bass.
St. John, E. P., & Musoba, G. D. (2010). Pathways to academic success: Expanding opportunity for underrepresented students. New York: Routledge (Paperback Edition, 2012).
St. John, E. P., & Wilkerson, M. (Eds.). (2006). Reframing persistence research to academic success, new directions for institutional research (Vol. 30). San Francisco: Jossey-Bass.
Trent, W. T. (2008). Looking for love in all the wrong places: High school racial composition, the implications of strategic recruitment, and becoming a GMS scholar. In W. T. Trent & E. P. St. John (Eds.), Resources, assets, and strengths among successful diverse students: Understanding the contributions of the Gates Millennium Scholars Program (Vol. 23, pp. 1–16). Readings on Equal Education. New York, NY: AMS Press.
Trent, W. T., & St. John, E. P. (Eds.). (2008). Resources, assets, and strengths among successful diverse students: Understanding the contributions of the Gates Millennium Scholars Program (Vol. 23). Readings on Equal Education. New York, NY: AMS Press.
Winkle-Wagner, R. (2010). Cultural capital: The promises and pitfalls in education research. San Francisco: Jossey-Bass.
Winkle-Wagner, R. (2012). Academic capital formation: Can it help untangle confusion about social stratification in the study of college students? In R. Winkle-Wagner, P. J. Bowman, & E. P. St. John (Eds.), Expanding postsecondary opportunity for underrepresented students: Theory and practice of academic capital formation (Vol. 26, pp. 293–306). Readings on Equal Education. New York, NY: AMS Press.
Winkle-Wagner, R., Bowman, P. J., & St. John, E. P. (Eds.). (2017). Expanding postsecondary opportunity for underrepresented students: Theory and practice of academic capital formation (Vol. 26). Readings on Equal Education. New York, NY: AMS Press.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
St. John, E.P., Girmay, F. (2019). Encouragement. In: Detroit School Reform in Comparative Contexts. Neighborhoods, Communities, and Urban Marginality. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-19011-8_8
Download citation
DOI: https://doi.org/10.1007/978-3-030-19011-8_8
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-19010-1
Online ISBN: 978-3-030-19011-8
eBook Packages: Social SciencesSocial Sciences (R0)