English Learners' Challenges and Opportunities in College Access: A Multiple-Case Study With Counselors and Students

• In Event: High School Counselors and Teachers and College Access

Abstract

We report on a multiple-case research study documenting experiences of college-bound English learner (EL) students and counselors. We examine strategies they use in applying to colleges, and analyze challenges and opportunities. Data include interviews with students and counselors; documents from school websites and counseling offices; student record data; and student observations. EL students’ 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 despite educators’ best efforts, EL students 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 EL students.

Authors

• Lei Jiang, University of Kansas

• Linda Harklau, University of Georgia