ABSTRACT

After Hurricane María, approximately 3,500 students enrolled in on Florida’s school district from Puerto Rico. Displaced Puerto Rican high schoolers incurred the transitional costs of forced migration at a time in their educational trajectories when they are formulating their postsecondary plans. While student mobility is not uncommon, prevailing college choice models do not account for changes in context. This embedded case study leverages 87 interviews across district stakeholders, including 10 high schoolers to examine whether and how changes in educational contexts (state policy, postsecondary landscape, and schools) influenced changes in postsecondary expectations through the lens of expectancy-value theory. First, Florida’s policy context (as an English-only state with English-only testing) created a challenging environment for students to acquire diplomas, which reduced students’ expectations for success. Second, the enrollment patterns and institutional costs were vastly different between Puerto Rico and Florida; Florida counselors were unprepared to help students consider postsecondary options in Puerto Rico and emphasized utility and low cost of community college. Third, class mattered, as students from higher socio-economic backgrounds were less likely to change their educational expectations, relative to the downward shifts in expectations of low-SES students. We close with implications for college guidance, policy, and research.

摘要

在玛丽亚飓风过后，大约有3500名学生从波多黎各进入佛罗里达州的学区。流离失所的波多黎各高中生在制定中学后计划时，一次在其教育轨迹上承受了强迫移民的过渡费用。尽管学生的流动性并不少见，但流行的大学选择模型并不能说明环境的变化。这项嵌入式案例研究利用了地区利益相关者（包括10名高中生）的87次访谈，以期通过期望值理论的视角研究教育环境的变化（州政策，中学后的景观和学校）是否以及如何影响中学后期望的变化。第一，对成功的期望。其次，波多黎各和佛罗里达州的入学模式和机构费用差异很大。佛罗里达州的辅导员没有做好准备来帮助学生考虑波多黎各的高等教育选择，并强调了社区大学的实用性和低成本。第三，班级很重要，因为来自社会经济背景较高的学生相对于低社会经济地位学生的期望下降的趋势改变其教育期望的可能性较小。我们以大学指导，政策和研究的意义作为结尾。