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Social Capital and College Planning: Students of Color Using School Networks for Support and Guidance

^* To whom correspondence should be addressed. E-mail: rfarhin{at}uwm.edu.

	Abstract

Through analyses of focus group transcripts, the author highlights key school-based supports and resources students viewed as helpful in their college-planning activities and explores the challenges students’ expressed about being exposed to school-based social capital while living in disadvantaged community contexts. The findings suggest the importance of intersecting dosages of school-based social capital such as high expectations and experiential learning to help students complete their college-planning activities as well as the need for coping strategies for the psychological barriers of being college-bound within contexts where college access is not widely available.

First published on August 8, 2008, doi:10.1177/0013124508321373

Education and Urban Society 2008;41:127.

A more recent version of this article appeared on November 1, 2008


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