An Exploratory Analysis of International Baccalaureate Diploma Program: 11th- and 12th-Grade High School Students' Expectations

Autor/inn/en	Grose, Nicole J.; Sanchez, Jafeth E.
Titel	An Exploratory Analysis of International Baccalaureate Diploma Program: 11th- and 12th-Grade High School Students' Expectations
Quelle	In: Journal of Advanced Academics, 32 (2021) 1, S.54-69 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grose, Nicole J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X20941828
Schlagwörter	Advanced Placement Programs; Grade 11; Grade 12; High School Students; Equal Education; College Preparation; Student Attitudes; Expectation; Stress Variables; Community Colleges; Academic Aspiration; Student Surveys; Gender Differences; Comparative Analysis; Student Characteristics; Hispanic American Students; Universities; English; Native Language; Social Differences + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Expectancy; Erwartung; Community college; Community College; Schülerbefragung; Geschlechterkonflikt; Hispanic; Hispanic Americans; Hispanoamerikaner; University; Universität; English language; Englisch; Sozialer Unterschied
Abstract	The purpose of this study was to explore 11th- and 12th-grade students' expectations in the International Baccalaureate Diploma Program (IB DP) at a high school in the Western United States. Study participants included 92 of 94 high school students currently enrolled in the IB DP. Each participant completed a researcher-created, paper survey with 24 questions, using a 5-point Likert-type scale, as well as four demographic questions. Overall, students reported high expectations and beliefs for the program in helping them prepare for postsecondary education. Findings also suggested that females experienced more stress and feelings of being overwhelmed, while enrolled in the program as compared with males, despite a larger percentage of females reporting of postsecondary plans. In addition, Spanish-speaking students aspired to community college more than their peers, suggesting possible disparities in equity. A discussion of these findings and their implications are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01