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College 101: Introducing At-Risk Students to Higher Education.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hernández, Paul |
| Copyright Year | 2011 |
| Abstract | FALL 2011 77 But during those early years, I took note of the things that seemed unjust and now I direct my academic work toward engaging students like us and providing them with the opportunities and experiences that support educational success. What would have helped us? What if funding had been directed toward at-risk students? How would we have benefitted by a customized trip to a university? Would this have inspired, enlightened, and empowered me to continue with high school? Through my collaborative work with other educators of at-risk students, I am just now seeing the answers to these questions. Before graduate school, before my undergraduate degree, before community college, all throughout K-12, I was an “at-risk” student—at risk of dropping out of school. Administrators and teachers often spoke of me as a thing rather than a person. They struggled to connect with me and my homeboys or to help us see a world beyond the Los Angeles ghettos we called home. Rather than trying alternative methods to connect with students like us, our schools funneled most resources toward college-track students. They went on visits to universities, museums, and corporate headquarters, while we were sentenced to meaningless repetitive tasks. Eventually, I dropped out. College 101: Introducing At-Risk Students to Higher Education |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.nea.org/assets/docs/2011TAHernandezFINAL.pdf.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
