"I've Been Kind of Ghetto": Urban Charters' "No Excuses" Disciplinary Socialization and Perceptions of College Readiness

• In Event: Sheraton Roundtable Session Fourteen
  In Roundtable Session: Exploring Barriers to Choosing and Remaining in Schools of Choice (Table 10)

Abstract

Applauded for their academic outcomes and critiqued for their rigid disciplinary approaches, urban charter high schools aim to prepare their graduates for college in particular ways that often differ from traditional public high schools (TPSs). To better understand the explicit and implicit socialization strategies they advance and how their students make sense of their related experiences, this qualitative, phenomenological study presents data from 31 interviews with Latinx graduates from one charter high school in Los Angeles. Largely, participants share that the school’s no-excuses discipline policies help prepare them for college and life. An analysis of how neoliberal meritocracy influences students’ worldviews nuances how participants make sense of systems of control and their conceptions of what it means to be “college-ready.”

Author

• Liane I. Hypolite, California State Polytechnic University - Pomona
  Presenting Author