The Effectiveness of College Readiness College Preparatory Programs for Low-Income Teenagers

Autor/in	Heartfield, Leah
Titel	The Effectiveness of College Readiness College Preparatory Programs for Low-Income Teenagers
Quelle	(2023), (125 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9433-2
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Low Income Students; College Readiness; At Risk Students; First Generation College Students; Summer Programs; Transitional Programs; After School Programs; Program Effectiveness; Academic Persistence; College Attendance; Interpersonal Relationship; Teamwork; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sommerkurs; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	High school students from low-income backgrounds experience academic under-preparedness, financial distress, and socialization challenges when entering college. For these students, challenges may begin in the K-12 setting, where this population is more likely to face limitations in college counseling, lack highly qualified teachers, and have limited access to college programs. First generation college students are less likely to pursue and persist in higher education than their peers with different backgrounds (OECD, 2012). Because of this, low-income students may seek out or be invited to join supplemental programs, including summer bridge and afterschool programs, to help them become college ready. The research explores the main component of transitional academic support within a specific program. The study also describes how various stakeholders in precollege programming promote student persistence to and through college. This qualitative study utilizes a single case study approach using semi-structured interviews and an analysis of the program website. The resultant data illustrates the student supports, delivery methods, and culturally relevant pedagogy used within the program. As seen in the findings of this study, relationships and team collaboration is important to maintain academic preparedness and cultural relevant instruction. This study adds to the growing body of literature on associations between after school college preparation programs and collegiate success, specifically from the perspectives of designers and implementers of after school programs (Tichavakunda, 2019). [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	2024/1/01