English Learners' College Application Process: Barriers and Facilitating Factors

• In Event: Barriers to College Access and Barriers on Campus

Abstract

We report on a research study documenting experiences of college-bound English learners (ELs) and counselors. We examine strategies they use in applying to colleges, and examine barriers and facilitative factors. Data include interviews with students, counselors, and teachers; documents collected from school websites and counseling offices; student record data; and student observations. ELs’ experiences and educators’ practices are interpreted through a Bourdieusian practice theory lens that sees college access as shaped by both individual efforts and structural contexts. We find that in spite of educators’ best efforts, ELs faced significant challenges to college access. Implications for Bourdieusian theory and research on college access are presented, and suggestions are offered for how educational stakeholders can facilitate and advocate for college-bound ELs.

Authors

• Lei Jiang, University of Kansas

• Linda Harklau, University of Georgia