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There is a general expectation that high schools prepare students both academically and with life skills. We examine the perceptions of university students about how well-prepared for university they believed they were. The findings highlight inequities based on race, gender, and type and location of high schools, underscoring a need for further analysis using a critical theoretical framework.
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We use cookies to provide you with the best possible experience. They also allow us to analyze user behavior in order to constantly improve the website for you. Info about the privacy policy of IOS Press.