What Leaders Believe: Increasing Educational Attainment Among Urban Youth

Urban community leaders describe their perceptions of critical issues in education and offer recommendations for the creation of a college-going culture (CGC). This qualitative study employed a maximum entropy analysis. Results demonstrate critical issues with increasing educational attainment including complexity of the urban school system, limited traditional parental involvement, and self-acceptance among youth. This study emphasizes the importance of a CGC inclusive of the Community Cultural Wealth model, culturally sensitive teachers, and community-connected leaders. Research suggests that educational settings that value student's and families' Community Cultural Wealth can increase the number of students that matriculate through the educational pipeline.

Automated summary

This study highlights key issues to consider in creating a college-going culture, including the complexity of urban school systems, limited traditional parental involvement, and issues of self-acceptance among youth. Results indicate that an educational environment that values students' and families' Community Cultural Wealth can increase student matriculation through the educational pipeline.