Lifting as You Climb: Social Capital Development Through Aspirational Peer Mentoring

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-07-13 DOI:10.1177/00131245221106716

Wendy Cavendish, Déborah Perez, Lydia Ocasio-Stoutenburg

引用次数: 2

Abstract

This qualitative study examined the perspectives of Black and Latino high school and undergraduate students involved in an aspirational peer mentoring program for college access. Our findings identified five central themes that contributed to the development of social capital for participants: program expectations and experiences, sustaining relationships, near-peer network support, connecting through symbiotic roles, and keeping the legacy going. Findings contribute to an understanding of the relationship among factors that facilitate social network development.

查看原文本刊更多论文

攀登中的攀登：通过有抱负的同伴辅导发展社会资本

这项定性研究考察了黑人和拉丁裔高中生和本科生的观点，他们参与了一项有抱负的大学入学同伴辅导计划。我们的研究结果确定了五个有助于参与者发展社会资本的中心主题：项目期望和经验、维持关系、近同伴网络支持、通过共生角色建立联系以及保持遗产。研究结果有助于理解促进社交网络发展的因素之间的关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.