View in EDS PDF Full Text

The Influence of Gender on Women’s College-Going Behaviors in an Urban School Context.

Saved in:
Bibliographic Details
Title: The Influence of Gender on Women’s College-Going Behaviors in an Urban School Context.
Authors: Ives, Jillian, Nienhusser, H. Kenny
Source: High School Journal. Summer2022, Vol. 105 Issue 4, p247-272. 26p.
Subjects: Urban schools, Operant behavior, Gender, Student counselors, Racial inequality, Psychosocial factors
Abstract: The purpose of this exploratory study is to examine how gender shapes women’s college-going behaviors in an urban district attempting to remedy racial and economic inequities in college access. Using case study methodology, we examined the experiences of 22 racially diverse women students and 18 institutional agents at three high schools—one magnet and two nonmagnet. Our findings underscore how magnet and nonmagnet designation can shape women’s academic measures (instrumental in their college-going behaviors) and postsecondary enrollment plans. Also, we highlight five factors the participants identified as shaping women’s college-going behaviors, including: psychosocial development, cultural and family obligations, motherhood, postsecondary institutional characteristics, and careers and fields of study. Understanding women’s college-going behaviors has implications for high school counselors concerned with college access equity for low-income, racially-/ ethnically-minoritized women. [ABSTRACT FROM AUTHOR]
Copyright of High School Journal is the property of University of North Carolina Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 164118007
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Influence of Gender on Women’s College-Going Behaviors in an Urban School Context.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ives%2C+Jillian%22">Ives, Jillian</searchLink><br /><searchLink fieldCode="AR" term="%22Nienhusser%2C+H%2E+Kenny%22">Nienhusser, H. Kenny</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22High+School+Journal%22">High School Journal</searchLink>. Summer2022, Vol. 105 Issue 4, p247-272. 26p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Urban+schools%22">Urban schools</searchLink><br /><searchLink fieldCode="DE" term="%22Operant+behavior%22">Operant behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Gender%22">Gender</searchLink><br /><searchLink fieldCode="DE" term="%22Student+counselors%22">Student counselors</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+inequality%22">Racial inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this exploratory study is to examine how gender shapes women’s college-going behaviors in an urban district attempting to remedy racial and economic inequities in college access. Using case study methodology, we examined the experiences of 22 racially diverse women students and 18 institutional agents at three high schools—one magnet and two nonmagnet. Our findings underscore how magnet and nonmagnet designation can shape women’s academic measures (instrumental in their college-going behaviors) and postsecondary enrollment plans. Also, we highlight five factors the participants identified as shaping women’s college-going behaviors, including: psychosocial development, cultural and family obligations, motherhood, postsecondary institutional characteristics, and careers and fields of study. Understanding women’s college-going behaviors has implications for high school counselors concerned with college access equity for low-income, racially-/ ethnically-minoritized women. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of High School Journal is the property of University of North Carolina Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=164118007
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1353/hsj.2022.a899826
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 247
    Subjects:
      – SubjectFull: Urban schools
        Type: general
      – SubjectFull: Operant behavior
        Type: general
      – SubjectFull: Gender
        Type: general
      – SubjectFull: Student counselors
        Type: general
      – SubjectFull: Racial inequality
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
    Titles:
      – TitleFull: The Influence of Gender on Women’s College-Going Behaviors in an Urban School Context.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ives, Jillian
      – PersonEntity:
          Name:
            NameFull: Nienhusser, H. Kenny
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Summer2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 00181498
          Numbering:
            – Type: volume
              Value: 105
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: High School Journal
              Type: main
ResultId 1