Employing Care to Build a College-Going Culture

• In Event: Increasing College-Going Opportunities for Black and Latino Youth

Abstract

I. Objective
The dismal 53% college enrollment rate of students from urban—low income and high minority—schools (NSCRC, 2013) signals a disconnect in the college-going process. We identify student behaviors that increase college eligibility as college-going engagement (CGE). In this proposed work, we find that students who feel cared for are more likely to engage in the college-going process and spur schools to leverage this to support students in their postsecondary pursuits.

II. Literature Review
Prior research reveals that care vis-à-vis the college-going process is a potential factor in access to higher education, particularly for urban students (Holland & Farmer-Hinton, 2009; Knight-Diop, 2010; McKillip, et al., 2013). However, these studies conceptualize care within small settings (e.g., classrooms, student-teacher relationships), limiting generalizability to larger school settings. To fill this gap, our proposed work employs a large longitudinal dataset alongside a theory of institutionalizing care.

III. Theoretical framework
Authentic care theory (Noddings, 1984) and institutional culture of care (ICC) theory (Cooper & Santos, 2009) undergird our work. These concepts increase our understanding of the impact of care on CGE. To be effective, Noddings argues, teachers must start with authentically caring for their students. ICC builds on this by suggesting that a school-wide culture results in a learning environment where students feel respected, supported, and valued (Cooper & Chickwe, 2012; Cooper et al., 2013). While there is no universal definition of care, we assert that ICC captures the critical elements involved in creating a strong college-going culture within the schooling context.

IV. Methodology

Quantitative
Data collection occurred as part of a longitudinal project in California high schools during the fall of 2014. Our team gathered survey data from 11,900 students. The outcome variable, CGE, is measured by pre-defined behaviors. We also include motivation construct. Care, the independent variable, is comprised of psychometrically tested survey items. We utilize binary logistic and multiple linear regression analysis to understand the relationship between care and CGE. In addition, we control for potentially influential variables.

Qualitative
As part of the same project, we conducted 60 in-depth discussion groups with over 200 students, 90 teachers, 25 administrators, and 20 classified staff members. Discussion groups were recorded and transcribed. We coded the transcripts and collaborated to achieve inter-rater reliability. Research team members then analyzed the data to identify emerging themes and patterns.

V. Preliminary findings

Quantitative
• There is a positive and significant correlation between care and students’ CGE
• Students who feel cared for are more motivated to go to college

Qualitative
• Students interpret high expectations from adults as care
• Adults’ high expectations for students impact students’ CGE
• Non-AP/non-honors students and AP/honors students experience care differently
VI. Significance
Given our preliminary findings detailing the relationship between care on student disposition towards college along with prior research and theories on the influential role of care on student academic engagement, this work warrants further investigation. This paper makes significant contributions to understanding the ways in which educators can and should employ care to bolster the college-going engagement of urban students.

Authors

• Shena Sanchez, University of California - Los Angeles

• Alison Karin Munzer, University of California - Los Angeles

• Jonathan C. W. Davis, University of California - Los Angeles