Postsecondary Matriculation Patterns in High Schools in Buffalo

• In Event: Pathways to STEM for Low-Income Underrepresented Minorities: High School Opportunity Structures, “Figured Worlds” of STEM, Postsecondary Matriculations, and Choice of Major in Two Cities Differentially Positioned in the Global Economy

Abstract

In this paper, we further explore theoretically driven issues raised in Paper 3 above. Here we draw upon ethnographic data (interviews, observations, documents) to explore the “college linking process” (Hill, 2008) and matriculation patterns in the 4 non-selective high schools in Buffalo, comparing outcomes with data gathered in 3 high schools that serve more highly capitalized students in the same geographic area. Hill (2008) finds that organizational practices tied to the “college-linking process” vary by high school and make a difference for postsecondary attendance patterns.
Here we detail postsecondary matriculation patterns among our primary sample of 48 Buffalo focal students, simultaneously tracking their course taking patterns, development of figured worlds of STEM, and actual matriculation outcomes. Comparing focal students in low-income, high minority schools with students in more privileged high schools in the same geographic area, we illustrate dramatic differences in broad-based school opportunity structures that work to encourage markedly different college attendance patterns. Additionally, pronounced differences in the college knowledge (cultural capital) that students bring with them exist between the two school types, further compounding differences in college linking.
Methodologically paralleling Paper 3 above, we will propose and employ a broad-based measure of the “absolute” and relative structural locations of the Buffalo focal students and their 7 high schools (4 in the original Buffalo sample plus 3 additional schools that draw more highly capitalized students), most particularly with respect to opportunities for STEM. Again paralleling Paper 3, this will be developed with reference to student course taking patterns in math and science (math/science pipeline), including AP/IB courses; percent of students who achieve “mastery” in state math and science tests; and ACT/SAT scores. We will then chart selectivity of college (Barron’s, 2009; 2 versus 4 year; and high/middle/low competitiveness within the 4 year sector) at which students in each sampled high school matriculate, offering comparisons with both Denver and national data reported by “Authors” (2012). This will enable us to further locate our students with regard to the structural location of their high schools and linked pathways to college. As the data on student matriculation and initial college major will be finalized in September, 2013, we, like the Denver team, will be able to present exciting new data and further develop Kerckhoff’s hypothesis at AERA 2014.
To close this panel, we will look across opportunity structures, figured worlds of STEM and college matriculations in privileged versus non-privileged schools in Denver versus Buffalo. This will enable us to theorize the ways in which a range of relevant factors collectively work to produce differences in matriculation outcomes both within and across two cities that are differentially located in the global economy.

Authors

• Lois Weis, University at Buffalo - SUNY

• Amy Elizabeth Stich, Northern Illinois University

• Kristin Cipollone, Buffalo State College - SUNY

• Andrea Nikischer, Buffalo State College - SUNY