Urban-schooled Latina/os, Academic Literacies and Identities: (Re)Conceptualizing College Readiness
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Date
2012Author
Hungerford-Kresser, Holly
Amaro-Jiménez, Carla
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This qualitative case study focuses on the early college experiences of five Latina/o urban-schooled students who graduated
in the top 10% of their high school class, guaranteeing them admission into a prestigious four year state university. Although
all participated in transition initiatives, and initially felt equipped to participate in university academics, they experienced both
common and unique challenges that caused them to negotiate their student identities. By focusing on connections between
identities and academic literacies, we argue for a need to (re)conceptualize college readiness in light of the identity
negotiations (or processes) inherent in students’ experiences in the cultural world of the university.