Rebecca Carey and Lucy Zhang Bencharit
- Published in print:
- 2018
- Published Online:
- March 2018
- ISBN:
- 9780190492908
- eISBN:
- 9780190879853
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190492908.003.0007
- Subject:
- Psychology, Social Psychology
Education has become the tipping point that separates those who thrive from those who struggle just to survive. This chapter synthesizes many of the powerful and previously unexamined psychological ...
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Education has become the tipping point that separates those who thrive from those who struggle just to survive. This chapter synthesizes many of the powerful and previously unexamined psychological consequences of educational attainment, illustrating that education influences behavior by shaping one’s experience of self. Although most people have both an independent and an interdependent self, people inhabiting college-educated contexts tend to prioritize their independent selves. Those inhabiting high school-educated contexts—and thus with fewer resources and less power and status—tend to emphasize their interdependent selves. From music preferences, to friendship, to responses to natural disasters, these different selves organize how people think, feel, and behave in their world. However, these differences are not inherent or fixed. They are the highly malleable products of the different interactions, institutions, and ideas that characterize high school–educated and college-educated contexts.Less
Education has become the tipping point that separates those who thrive from those who struggle just to survive. This chapter synthesizes many of the powerful and previously unexamined psychological consequences of educational attainment, illustrating that education influences behavior by shaping one’s experience of self. Although most people have both an independent and an interdependent self, people inhabiting college-educated contexts tend to prioritize their independent selves. Those inhabiting high school-educated contexts—and thus with fewer resources and less power and status—tend to emphasize their interdependent selves. From music preferences, to friendship, to responses to natural disasters, these different selves organize how people think, feel, and behave in their world. However, these differences are not inherent or fixed. They are the highly malleable products of the different interactions, institutions, and ideas that characterize high school–educated and college-educated contexts.
Rhona S. Weinstein, Frank C. Worrell, Gail Kaufman, and Gibor Basri
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780190260903
- eISBN:
- 9780190608200
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190260903.003.0017
- Subject:
- Psychology, Social Psychology
This chapter highlights the lessons learned in the more than 10-year partnership between the University of California, Berkeley and Aspire Public Schools to create and sustain California College ...
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This chapter highlights the lessons learned in the more than 10-year partnership between the University of California, Berkeley and Aspire Public Schools to create and sustain California College Preparatory Academy (CAL Prep), a high-expectation and early college secondary school for first-generation college students. The chapter also assesses the successes and challenges faced in this collaborative journey; the generalizability of findings to other contexts; and implications for practice, policy, and research. CAL Prep continued to improve—reaching the hearts and minds of students and providing an aligned, responsive pathway to college readiness. The capacity to innovate rested on investments in this boundary-crossing partnership, a culture-challenging mindset, multilayered learning communities, and a time-intensive as well as focused planning process. Mutual benefits across the secondary–tertiary divide included changes in university supports for first-generation college students, the valuing of public scholarship, and a recognized need for change in professional training programs.Less
This chapter highlights the lessons learned in the more than 10-year partnership between the University of California, Berkeley and Aspire Public Schools to create and sustain California College Preparatory Academy (CAL Prep), a high-expectation and early college secondary school for first-generation college students. The chapter also assesses the successes and challenges faced in this collaborative journey; the generalizability of findings to other contexts; and implications for practice, policy, and research. CAL Prep continued to improve—reaching the hearts and minds of students and providing an aligned, responsive pathway to college readiness. The capacity to innovate rested on investments in this boundary-crossing partnership, a culture-challenging mindset, multilayered learning communities, and a time-intensive as well as focused planning process. Mutual benefits across the secondary–tertiary divide included changes in university supports for first-generation college students, the valuing of public scholarship, and a recognized need for change in professional training programs.
Rhona S. Weinstein and Frank C. Worrell (eds)
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780190260903
- eISBN:
- 9780190608200
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190260903.001.0001
- Subject:
- Psychology, Social Psychology
Achieving College Dreams tells the story of a remarkable partnership between a public research university and charter district to create an exemplar early college high school for low-income and ...
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Achieving College Dreams tells the story of a remarkable partnership between a public research university and charter district to create an exemplar early college high school for low-income and first-generation college youth—launched to make good on the American ideal of providing excellence with equity in secondary education. California College Preparatory Academy is the result of the more than 10-year collaboration between the University of California, Berkeley and Aspire Public Schools. Reflecting a diversity of voices from students to superintendents, this book charts the journey from the decision to open a school to the second class of high school graduates, all of whom were accepted into four-year colleges. It captures struggle, improvement, and possibility as it takes readers inside the workings of the partnership, the development of the school, and spillover of effects across district and university. Confronting the challenge of interweaving rigor and support, the authors explore such critical ingredients as teacher–student advisories; school transition; the home–school divide; a supportive college-preparatory culture; teaching with depth, relational power, and equity; forging an academic identity; and scaling up. At a time of sharply unequal schools and glaring disparities in college readiness, this book uniquely extends the knowledge base about how to better prepare underserved students for college eligibility and success. The book also serves as a clarion call for universities to step up to the plate and partner with districts in achieving transformative secondary school reform benefitting all students.Less
Achieving College Dreams tells the story of a remarkable partnership between a public research university and charter district to create an exemplar early college high school for low-income and first-generation college youth—launched to make good on the American ideal of providing excellence with equity in secondary education. California College Preparatory Academy is the result of the more than 10-year collaboration between the University of California, Berkeley and Aspire Public Schools. Reflecting a diversity of voices from students to superintendents, this book charts the journey from the decision to open a school to the second class of high school graduates, all of whom were accepted into four-year colleges. It captures struggle, improvement, and possibility as it takes readers inside the workings of the partnership, the development of the school, and spillover of effects across district and university. Confronting the challenge of interweaving rigor and support, the authors explore such critical ingredients as teacher–student advisories; school transition; the home–school divide; a supportive college-preparatory culture; teaching with depth, relational power, and equity; forging an academic identity; and scaling up. At a time of sharply unequal schools and glaring disparities in college readiness, this book uniquely extends the knowledge base about how to better prepare underserved students for college eligibility and success. The book also serves as a clarion call for universities to step up to the plate and partner with districts in achieving transformative secondary school reform benefitting all students.
