{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/89140"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/89140","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district","abstract":"Few studies have conducted research examining how the contextual layers that inform an organization’s habitus influence a school district’s college-going culture for its low-income African American students. This qualitative case study examines the perceptions of school personnel that potentially impact educational attainment of low-income African American students in a largely blue-collar, post-industrial city. The grand tour question guiding this research is: What is the college-going culture for low-income African American students in a mid-size, public Midwestern school district? The existing college-going culture was investigated through the use of McClafferty’s (1997) definition of organizational habitus and Perna’s (2006) college choice model. Employing a purposeful sampling method, sixteen in-depth semi-structured interviews were conducted with school personnel to better understand the current college-going culture for low-income African American students in a large public school district. Three main themes emerged from the reflections of school personnel: (1) evidence of a college-going culture in the school district; (2) perceptions of low-income African American students and their families; and (3) perceptions of the city and school district. The findings from the research indicate the presence of the major principles and conditions of a college-going culture, although varying in strength (McClafferty, McDonough & Nunez, 2002). The findings also support the intersection of Perna’s (2006) contextual layers by exploring the connection of the organizational habitus of the educational system and the city of Woodview. Practical implications for school districts, researchers, and low-income African American students conclude the study.","abstract_html":"Few studies have conducted research examining how the contextual layers that inform an organization’s habitus influence a school district’s college-going culture for its low-income African American students. This qualitative case study examines the perceptions of school personnel that potentially impact educational attainment of low-income African American students in a largely blue-collar, post-industrial city. The grand tour question guiding this research is: What is the college-going culture for low-income African American students in a mid-size, public Midwestern school district? The existing college-going culture was investigated through the use of McClafferty’s (1997) definition of organizational habitus and Perna’s (2006) college choice model. Employing a purposeful sampling method, sixteen in-depth semi-structured interviews were conducted with school personnel to better understand the current college-going culture for low-income African American students in a large public school district. Three main themes emerged from the reflections of school personnel: (1) evidence of a college-going culture in the school district; (2) perceptions of low-income African American students and their families; and (3) perceptions of the city and school district. The findings from the research indicate the presence of the major principles and conditions of a college-going culture, although varying in strength (McClafferty, McDonough & Nunez, 2002). The findings also support the intersection of Perna’s (2006) contextual layers by exploring the connection of the organizational habitus of the educational system and the city of Woodview. Practical implications for school districts, researchers, and low-income African American students conclude the study.","abstract_has_math":false,"creators":["Baker, Gianina Renee"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education Organization and Leadership","degree_department":null,"school":null,"contributors":["Baber, Lorenzo D","Zamani-Gallaher, Eboni","Trent, William","Welton, Anjale' J"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-03-02T20:24:05Z","date_published":"2016-03-02T20:24:05Z","updated_at":"2026-07-22T22:26:32Z","subjects":["college-going culture","school personnel expectations","transition from secondary to postsecondary education","organizational habitus","low-income African American","school district"],"languages":["en"],"rights":["Copyright 2015 Gianina Baker"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/89140","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Baber, Lorenzo D","Zamani-Gallaher, Eboni","Trent, William","Welton, Anjale' J"]},{"key":"dc:creator","label":"Author","values":["Baker, Gianina Renee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-03-02T20:24:05Z","2018-03-03T10:15:27Z","2015-12-04","2015-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Organization and Leadership"]},{"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":["college-going culture","school personnel expectations","transition from secondary to postsecondary education","organizational habitus","low-income African American","school district"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Gianina Baker"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/89140"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Few studies have conducted research examining how the contextual layers that inform an organization’s habitus influence a school district’s college-going culture for its low-income African American students. This qualitative case study examines the perceptions of school personnel that potentially impact educational attainment of low-income African American students in a largely blue-collar, post-industrial city. The grand tour question guiding this research is: What is the college-going culture for low-income African American students in a mid-size, public Midwestern school district? The existing college-going culture was investigated through the use of McClafferty’s (1997) definition of organizational habitus and Perna’s (2006) college choice model. Employing a purposeful sampling method, sixteen in-depth semi-structured interviews were conducted with school personnel to better understand the current college-going culture for low-income African American students in a large public school district. Three main themes emerged from the reflections of school personnel: (1) evidence of a college-going culture in the school district; (2) perceptions of low-income African American students and their families; and (3) perceptions of the city and school district. The findings from the research indicate the presence of the major principles and conditions of a college-going culture, although varying in strength (McClafferty, McDonough & Nunez, 2002). The findings also support the intersection of Perna’s (2006) contextual layers by exploring the connection of the organizational habitus of the educational system and the city of Woodview. Practical implications for school districts, researchers, and low-income African American students conclude the study.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2017-12-01","The student, Gianina Baker, accepted the attached license on 2015-12-02 at 16:42.","The student, Gianina Baker, submitted this Dissertation for approval on 2015-12-02 at 16:52.","This Dissertation was approved for publication on 2015-12-04 at 15:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8900 on 2016-03-02 at 14:07:24","Made available in DSpace on 2016-03-02T20:24:05Z (GMT). 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Three main themes emerged from the reflections of school personnel: (1) evidence of a college-going culture in the school district; (2) perceptions of low-income African American students and their families; and (3) perceptions of the city and school district. The findings from the research indicate the presence of the major principles and conditions of a college-going culture, although varying in strength (McClafferty, McDonough & Nunez, 2002). The findings also support the intersection of Perna’s (2006) contextual layers by exploring the connection of the organizational habitus of the educational system and the city of Woodview. Practical implications for school districts, researchers, and low-income African American students conclude the study.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2017-12-01","The student, Gianina Baker, accepted the attached license on 2015-12-02 at 16:42.","The student, Gianina Baker, submitted this Dissertation for approval on 2015-12-02 at 16:52.","This Dissertation was approved for publication on 2015-12-04 at 15:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8900 on 2016-03-02 at 14:07:24","Made available in DSpace on 2016-03-02T20:24:05Z (GMT). No. of bitstreams: 2 BAKER-DISSERTATION-2015.pdf: 860579 bytes, checksum: 2d6e1b54bdb8cbeade5f1741e5b661b3 (MD5) LICENSE.txt: 4210 bytes, checksum: f3c2b8c2ee4c2544497c35c88c914743 (MD5) Previous issue date: 2015-12-04","Embargo set by: Seth Robbins for item 91342 Lift date: 2018-03-02T20:24:31Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 91342 on 2018-03-03T10:15:27Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/89140"],"dc:language":["en"],"dc:rights":["Copyright 2015 Gianina Baker"],"dc:subject":["college-going culture","school personnel expectations","transition from secondary to postsecondary education","organizational habitus","low-income African American","school district"],"dc:title":["Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district"],"dc:type":["text"],"thesis:degree_discipline":["Education Organization and Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:32Z"}