Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 64

62 and preparing these students for college (Holland, 2012; Holland & Farmer-Hinton, 2009; McClafferty et al., 2002; Payne, 2019; Schneider, 2007). This need for a college-bound culture experience for the low-income and first-generation college-bound students implies a more systematic, intentional, and careful planning of the school’s total curriculum wherein the college-going culture is integrated in the day-to-day experience of the students. Researchers and education experts believe that developing a college-bound culture is a challenge for many low- income minorities, particularly Hispanics (Holland, 2012; Holland & Farmer-Hinton, 2009; McClafferty et al., 2002; Payne, 2019; Schneider, 2007), yet, it is necessary. In the Critical Race Theory point of view, college bound practices as an ethic of care is seen as an issue of equity. Opportunities available for those who have been privileged by society should also be available to those who have been underprivileged by society; not through hard work or noble personal qualities, but by virtue of their common rights and privileges as citizens of the United States (Tate, 1997). In light of the pedagogy of the oppressed theory (Freire, 2014) and philosophy of liberation principle (Dussel, 1998; Mignolo, 2000), ethic of care is interpreted as parallel to the Christian teachings that give preferential options to the poor as reflected in the teachings of love thy neighbor (Luke 10:25-37, New Testament). The absence of connections between students’ college aspirations and academic performance, as well as their school attendance as revealed in the current study, may demonstrate a lack of systematic and systemic program and support in establishing a college-bound culture. Studies show that the absence of connections between college aspirations and school attendance and academic performance is expected if schools have no established and/ or well-structured college-going culture practices (Holland, 2012; Holland & Farmer-Hinton, 2009; McClafferty et al., 2002; Payne, 2019; Schneider, 2007). Corwin and Tierney (2007) explained that the lack of attention on the college preparation of students is prevalent in almost all underperforming schools. This is shown in the testimony of some graduates when they mentioned that their senior coordinator, with whom they credited much for the source of their ethic of care for their college motivation and preparation, was not given the treatment that he deserved. Students believe that he should have been “treated better” by the school. Corwin and Tierney (2007) stated further that many learning environments in the United States characterized mediocrity in the implementation of the academic programs and college services that should have been in place if schools are to be oriented toward high standards. College-bound cultures, such as ethic of care, is a challenge that goes beyond a question of whether school leaders want to establish a college-bound culture or not. It is an ethical responsibility of educators and educational leaders to adhere to the ethic of care as they prepare students to function as the country’s civic resource (Giroux, 2011). It was recommended that schools serving low-income minorities should make an intentional, consistent, and systematic college-bound environment for their students at P-12. The results and implication of the current study invite the district under study to reflect on what areas of its programs need improvement to align its vision and mission to their transformational innovative agenda. Information that the current study revealed on the need of social capital and ethic of care for students to get ready and/or motivated to go to college will help the public, parents, and families develop an informed choice. The public will know what specific demands they need to make from their public schools for students to be prepared and encouraged to go to college. This way, the public and families can exercise their freedom of choice; choice that is informed and specific to their needs to get their students to aspire college attainment. Arlyn Vergara-Unating, EdD