{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23542"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23542","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"Experiencing \"\"Upward Bound\"\": An interrogation of cultural landscapes\"","abstract":"\"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.\"","abstract_html":""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."","abstract_has_math":false,"creators":["White, Carolyne Joan"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education, Sociology of","degree_department":null,"school":null,"contributors":["Denzin, Norman K."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T14:18:04Z","date_published":"2011-05-07T14:18:04Z","updated_at":"2026-07-22T22:25:22Z","subjects":["Education, Sociology of","Sociology, Ethnic and Racial Studies","Education, Higher"],"languages":["eng"],"rights":["Copyright 1991 White, Carolyne Joan"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9211029","(UMI)AAI9211029"],"render_values":[{"text":"AAI9211029","href":null,"code":true},{"text":"(UMI)AAI9211029","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/23542","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Denzin, Norman K."]},{"key":"dc:creator","label":"Author","values":["White, Carolyne Joan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T14:18:04Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Sociology of","Sociology, Ethnic and Racial Studies","Education, Higher"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Sociology of","Sociology, Ethnic and Racial Studies","Education, Higher"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 White, Carolyne Joan"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9211029","(UMI)AAI9211029","http://hdl.handle.net/2142/23542"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"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). 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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. 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