1st Edition

Linguistic Minority Students Go to College Preparation, Access, and Persistence

Edited By Yasuko Kanno, Linda Harklau Copyright 2012
    280 Pages
    by Routledge

    280 Pages
    by Routledge

    Currently, linguistic minority students – students who speak a language other than English at home – represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college.

    Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of linguistic minority students’ access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students’ language proficiency and its impact on college education, to look at issues such as student race/ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate.

    Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students’ higher education opportunities.

    Preface  1. Linguistic Minority Immigrants Go to College: Introduction Yasuko Kanno and Linda Harklau  I. College Preparation In High School  2. High School ESL Placement: Practice, Policy, and Effects on Achievement Rebecca M. Callahan and Dara R. Shifrer  3. Linguistic Minority Students’ Opportunities to Learn High School Mathematics Eduardo Mosqueda  4. Paving the way to college: An analysis of an International Baccalaureate Diploma Program serving immigrant students in California Anysia P. Mayer  5. How Paola Made It to College: A Linguistic Minority Student's Unlikely Success Story Linda Harklau and Shelly McClanahan  II. Access To College  6. Top 10% Linguistically Diverse Students’ Access and Success at Texas Public Universities Cristóbal Rodríguez  7. Who are Linguistic Minority Students in Higher Education?: An Analysis of the Beginning Postsecondary Students Study 2004Anne-Marie Nuñez and P. Johnelle Sparks  8. Immigrant English Learners’ Transitions to University: Student Challenges and Institutional Policies Yasuko Kanno and Sarah Arva Grosik  9. A Linguistic Minority Student’s Discursive Framing of Agency and Structure Manka M. Varghese  III. College Experiences And Persistence  10. Navigating "Open Access" Community Colleges: Matriculation Policies and Practices for U.S.-Educated Language Minority Students George C. Bunch and Ann K. Endris  11. Retention of English Learner Students at a Community College Cate Almon  12. Contextualizing the Path to Academic Success: Culturally and Linguistically Diverse Students Gaining Voice and Agency in Higher Education Melissa Holmes, Cristina Fanning, Amanda Morales, Pedro Espinoza, and Socorro Herrera  13. Benefits and Costs of Exercising Agency: A Case Study of an English Learner Navigating a Four-Year University Ronald Fuentes  14. Citizens vs. Aliens: How Institutional Policies Construct Linguistic Minority Students Shawna Shapiro  About the Contributors


    Yasuko Kanno is Associate Professor of TESOL in the College of Education, Temple University.

    Linda Harklau is Professor of the Teaching Additional Languages program and the Linguistics program at the University of Georgia.

    "As the US population becomes more diverse, professors at all types of postsecondary institutions can expect to see more LM students in their classes. Reading books like Kanno and Harklau’s collection is an important way to learn more about the new student population. Faculty members need to learn about and develop teaching practices that support students who come to college with limited high school preparation, who may have to work part or full time to support their studies, who may struggle with aspects of academic English, and who may have to care for a dependent or two. These practices will ultimately benefit students and families as well as our country as a whole." - Todd Ruecker, Academe Publication of the American Association of University Professors 

    "Kanno and Harklau’s cutting-edge book is,undoubtedly, a very timely and important
    contribution to the field of higher education. Most importantly, this volume moves
    away from a deficit perspective on LM students—one that focuses exclusively on the
    development of their English language proficiency—to a broader examination of the
    factors that affect LM students’ transition to college, including an analysis of
    structural factors that can deter or support their academic success." ― Cecilia Rios-Aguilar, The Review of Higher Education

    "The contributors to this volume bring a broad range of experience and set of knowledge, developed working directly with the LMstudent population, across all levels of the educational pipeline and within different capacities. Their collective experiences and knowledge lends credibility to each contributor’s findings and suggestions. Their work has made a significant contribution to the field of education, and in particular to understanding LM students in higher education." ―Journal of Latinos and Education

    "A significant contribution to the conversation about immigrant and linguistic minority students and their real chances to access and succeed in higher education. ... This volume is highly recommended not only for researchers and graduate students interested in developing and furthering an agenda in the field of LM students’ college experiences but also for teachers working with LM students at the secondary and tertiary level." International Multilingual Research Journal