Abstract:

Access to higher education is one of the most powerful predictors of future success for young people. While the United States has made large strides in opening the doors to college for all people, there is still a tremendous amount of work to be done. Black and Latino students go on to post-secondary education at significantly lower rates than other students. In general the AVID program has been successful at increasing the number of students matriculating to college. However, within the AVID program, statistics indicate that although 77% of AVID's graduates enroll in four-year colleges, only 55% of their Black students and 43% of their Latino students enroll in such institutions. This discrepancy is cause for concern.

This study examined the instructional and curricular practices used within the AVID program in order to attempt to determine factors that might make a difference in mitigating the achievement gap within the program as a whole. It was based upon the notion that students' success in navigating the educational system and matriculating to college depends on their ability to negotiate complex and deeply ingrained power structures: that students' habitus, determined by the environment in which their identities are formed, influences their ability to navigate the field of power.

This study examined the experiences of AVID seniors at three school sites, utilizing a student survey, student interviews, and teacher interviews to provide insight about the knowledge these seniors had acquired through their years in AVID and about whether they were able to effectively utilize that knowledge in their interactions with the larger school and educational communities.

Study findings indicate that, although the hidden curriculum is not directly addressed by AVID teachers, students nevertheless learn to navigate the field of power. To be successful, students need to have strong trust-based relationships with teachers who have high expectations, are consistent, and are sensitive to students' needs. They need technical support throughout the college application process. Some students' community outreach efforts have a positive impact. Findings indicate that programs would benefit from increased training, resources, and parent involvement.