College Freshmen's Perceptions of Their High School Experiences

Autor/inn/en	Hudley, Cynthia; Moschetti, Roxanne; Gonzalez, Amber; Cho, Su-Je; Barry, Leasha; Kelly, Melissa
Titel	College Freshmen's Perceptions of Their High School Experiences
Quelle	In: Journal of Advanced Academics, 20 (2009) 3, S.438-471 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	First Generation College Students; College Freshmen; High Schools; Student Attitudes; Talent; Peer Groups; Developmental Tasks; Socioeconomic Status; Race; Prediction; Student Adjustment; Social Adjustment; College Preparation; Academic Ability; Self Concept; Academic Persistence; Low Income; Urban Areas; Teacher Student Relationship; Rural Areas + Suchen Sie Ihr Suchwort? Studienanfänger; High school; Oberschule; Schülerverhalten; Begabung; Hochbegabung; Gleichaltrigengruppe; Peer Group; Entwicklungsaufgabe; Socio-economic status; Sozioökonomischer Status; Rasse; Abstammung; Vorhersage; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Selbstkonzept; Niedriglohn; Urban area; Stadtregion; Teacher student relationships; Lehrer-Schüler-Beziehung; Rural area; Ländlicher Raum
Abstract	Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that "getting ready" experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be "at risk." (Contains 9 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10