A Phenomenological Study of How High School Advanced Placement Classes Prepared First-Generation College Students for Postsecondary Education

Autor/in	Snyder, Scott
Titel	A Phenomenological Study of How High School Advanced Placement Classes Prepared First-Generation College Students for Postsecondary Education
Quelle	(2013), (176 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-9936-6
Schlagwörter	Hochschulschrift; Dissertation; First Generation College Students; Phenomenology; Advanced Placement Programs; High Schools; Secondary School Curriculum; Student Experience; Influences; Student Motivation; College Preparation; Family Influence; Peer Influence; Public Colleges; Private Colleges; Interviews; Hispanic American Students; Asian American Students; White Students; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; High school; Oberschule; Studienerfahrung; Influence; Einfluss; Einflussfaktor; Schulische Motivation; Privathochschule; Interviewing; Interviewtechnik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	This study investigated the lived experiences of first-generation college students and the perceived influence of taking high school Advanced Placement (AP) courses on their college education. The following research questions were addressed: (a) what motivated students to consider going to college, (b) what was their experience in taking AP classes, (c) in what ways did AP prepare the students for post-secondary education, (d) what influence did the family, school staff, and peers of the students have on their experience in AP classes, and (e) in what ways did AP participation influence the student's college experiences? Eight college sophomores attending public and private universities within the state of Texas were interviewed about their experiences taking AP classes in high school. The participants represented the Hispanic, Asian and Caucasian ethnic groups. Data were collected through personal interviews using an interview protocol. The data were analyzed and categorized through key words, sentences, phrases, and stories. Findings suggested that support at home was important for each student's initial participation in AP classes. Social bonding they experienced with their peers was also crucial to their continued participation and success. The transition to college was much easier and allowed for continued academic success. The skills used for success in high school AP classes were consistently used and modified for use in the college classroom. Implications for educators include the need to assess all students in middle school to determine academic aptitude, and a need to encourage students wanting to attend college to take at least one AP class while in high school. Additionally, counselors need to talk with parents and students about the advantages and disadvantages of taking AP classes when they are preparing for college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01