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.
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