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oai:www.ideals.illinois.edu:2142/23542 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Denzin, Norman K. White, Carolyne Joan 2011-05-07T14:18:04Z 2011-05-07T14:18:04Z 10000-01-01 1991 "This thesis addresses one of the most significant public issues facing higher education today: the recruitment and successful matriculation of low-income and minority students. These students are variously described in the literature and popular language as ""non-traditional,"" ""marginal,"" ""differential,"" ""disadvantaged,"" and ""at-risk,"" coming to the campus as they usually do from social and educational circumstances where college attendance has been neither expected nor encouraged." "Three broad questions of educational policy guide this inquiry: (1) How can educational practice more fully foster excellence and equity with ""disadvantaged"" students? (2) How do educational interventions, such as Upward Bound, effect the academic careers and future professional lives of ""disadvantaged"" students? (3) How do ""disadvantaged"" students construct scholastic competence and successfully negotiate the ""chilly climate"" of educational institutions historically designed for ""advantaged"" white male students?" These questions are pursued here within the context of the educational journies of twelve former disadvantaged students who have successfully pursued post-secondary education. All of the narrators share former involvement with the Southern Utah State College Upward Bound Program. Nine of the narrators are Navajo, three are Hopi, and one is an Anglo. We tell our stories here, from our own perspectives, to share experience, strength and hope with the anticipation that readers encountering similar institutional constraints will appropriate portions of the narratives to empower and sustain their self-fashioning processes. We name ourselves outright to confront the invisibility and problematizing that has typified institutional depictions of gendered and minority experience. We seek political intervention within and against the failure discourse that dominates the portrayal of disadvantaged students within educational literature. Made available in DSpace on 2011-05-07T14:18:04Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9211029.pdf: 10531565 bytes, checksum: 2a0be974ecc9d5f326da15dd905a4f5d (MD5) Previous issue date: 1991 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:05:11Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:31:12-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only AAI9211029 (UMI)AAI9211029 http://hdl.handle.net/2142/23542 eng Copyright 1991 White, Carolyne Joan Education, Sociology of Sociology, Ethnic and Racial Studies Education, Higher "Experiencing ""Upward Bound"": An interrogation of cultural landscapes" text Education, Sociology of Sociology, Ethnic and Racial Studies Education, Higher Education, Sociology of Sociology, Ethnic and Racial Studies Education, Higher University of Illinois at Urbana-Champaign Dissertation Ph.D.