Overcoming Barriers to College Enrollment, Persistence, and Perceptions for Urban High School Students in a College Preparatory Program

Autor/inn/en	Knaggs, Christine M.; Sondergeld, Toni A.; Schardt, Becky
Titel	Overcoming Barriers to College Enrollment, Persistence, and Perceptions for Urban High School Students in a College Preparatory Program
Quelle	In: Journal of Mixed Methods Research, 9 (2015) 1, S.7-30 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-6898
DOI	10.1177/1558689813497260
Schlagwörter	High School Students; Urban Schools; College Preparation; Barriers; Enrollment; Academic Persistence; Mixed Methods Research; Program Effectiveness; Minority Group Students; Poverty; Goal Orientation; Resilience (Psychology); Low Income Groups; Quasiexperimental Design; Focus Groups; College Attendance; Ohio + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Einschulung; Armut; Zielorientierung; Zielvorstellung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit
Abstract	Although research shows college preparatory programs' effectiveness regarding academic achievement and college awareness, much less is known about whether programs affect college attendance and persistence. GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) and other college preparatory programs claim that this is a primary outcome, yet very few studies on persistence in higher education have been done. Through the use of an explanatory sequential mixed methods design, our study found that significantly more students (including low-socioeconomic background) from a GEAR UP college preparatory program showed greater college attendance and persistence outcomes over those who did not participate and also provides potential explanations why this may be the case. Mixing quantitative and qualitative data allowed for meta-inferences about the isolation of poverty, goal setting, resilience, and program impacts on minorities to be drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10