An Investigation of Factors Influencing English Language Learners’ Selection of Post-High School Pathways

• In Event: Experiences of Language Minority Students in Postsecondary Education

Abstract

Using a Bourdieuian framework, this study sought to understand what influences English language learners (ELLs) in how they chose their pathways after high school. Researchers collected data from surveys, focus-group interviews and individual case studies of 11th grade ELLs, and interviews with staff. Major findings indicate the importance of the combination of the following: students’ agency, familial, economic and social networks outside of school, and special programs in schools promoting college access as well as course placement in college bound classes (rather than those just meeting high school graduation requirements). The significance of this study is in the contribution to district and state guidelines for supporting ELLs as well as extending research–especially qualitative–on this topic.

Authors

• Manka M. Varghese, University of Washington

• Jenee Myers Twitchell, University of Washington

• Cristina Gaeta, University of Washington