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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 41 to 49 of 49 (0.051 seconds)Spelling suggestions: "subject:"college access"" "subject:"college acccess""
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Peer mentorship and cultural capital among high school studentsThomas, Crescentia Fatima 01 January 2015 (has links) (PDF)
Peer mentorship and school connectedness was reviewed here through social capital and cultural capital lenses. The relationship has been interwoven to create an idea of how to shape an environment which can foster cohesiveness among students. Peer mentorship has been indicated as a significant contribution to cross-aged grade levels with the improvement in attendance, behavior, social activities, and school awareness—which are encompassed in the term, school connectedness. In regards to college access and college knowledge, peer mentorship here, assists with the transfer of social capital and cultural capital. Students were able to develop relationships and gain knowledge passed on from mentors regarding how to better their chances of attending a higher education institution. Social capital, the number of people and networks a certain individual maintains, can affect the information a person receives and amount of social status a student brings into the classroom. Cultural capital, the wealth of information and knowledge of the arts and experiences, can be obtained through connections. Social capital and cultural capital are instrumental and interrelated factors of social status, as referenced by many sociologists and educational researchers. In this study, peer mentorship was used to foster social capital and cultural capital to create interrelationships among participants of a college-preparatory program. It is imperative to utilize this program and develop an environment which imparts information regarding college. Employment of cross-age mentorship to increase communication between peers and mentors assisted in relationship development while building a desire for the mentees to learn more about higher education. Keywords: peer mentorship, social capital, cultural capital, collaboration, college knowledge, college access
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| 42 |
Redefining the Effectiveness of Upward Bound: An Analysis of its Measuring Standards and a Proposition for the FutureMusick, Chloe Jae 22 June 2017 (has links)
No description available.
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| 43 |
College Student Retention and Composition: A Study across ContextsHeizenrader, Katherine Parks 29 July 2013 (has links)
No description available.
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| 44 |
Narratives on College Access and Academic Undermatch: Understanding Latinx Students and Their FamiliesOlivarez, Catherine Prieto 08 1900 (has links)
When students are academically qualified to attend a four-year college or university but instead enroll at a community college, they are considered academically undermatched. Research suggests that Latinx students are more likely to academically undermatch than their peers yet they remain the least likely to complete an upward transfer to a university and earn a baccalaureate degree. The purpose of this study was to explore the enrollment decisions of, and familial influences on, Latinx students who were admitted to a university but who initially enrolled at a community college. Using community cultural wealth and funds of knowledge as theoretical frameworks, I examined the narratives of 13 Latinx students and the parents of five of those students. Nine student participants were female and four were male, ranging from 19 to 31 years old. Parent participants were four females and two males, ranging from 43 to 52 years old. Findings from this study are divided into two parts. Student findings revealed navigating the pathway to college was fraught with limited information, even though students acknowledged they had access to resources and their high school counselors and teachers helped in the college search process. However, students still did not feel that crucial information they wanted or needed was available. Parent findings uncovered how parental aspirations and perceptions of opportunities in the United States served as a foundation for helping students aspire to attend college. Based on these findings, higher education practitioners would do well to use inclusive frameworks, such as community cultural wealth, to create programs that address Latinx students and their families, including providing materials in Spanish. Through use of inclusive frameworks, research on Latinx student college choice continues to elevate the complexities and realities these students encounter. Additionally, policymakers should continue to reevaluate the shifting burden of costs for higher education from taxpayers to students as this impacts college choice and academic undermatch.
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| 45 |
High school English learners and college-going : three stories of successMoon, Daniel Louis 08 July 2011 (has links)
Recent research suggests that the college-going trajectories of English language learners (ELLs) may be improved by focusing on their academic abilities rather than their English limitations; that ELLs are capable of high-track, college preparatory coursework. Most research draws on feedback or observations of current high school students. This
qualitative study uses semi-structured interviews to elicit retrospective perspectives of three Latina college students placed in English as a second language (ESL) during high school. These three former ELLs were able to navigate from ESL courses to higher-track, advanced placement (AP) courses, which prepared them for college. Results suggest that relatively short times spent in ESL may positively influence ELLs’ access to college preparatory coursework and integration with native English speaking (NES) peers
who possess college-going social capital. Results also suggest that ELLs’ perceptions of teachers’ high expectations and college-going assistance may provide important social capital facilitating ELLs’ access to higher-tracks and college. / text
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Creating College-Going Cultures for our Children: Narratives of TRIO Upward Bound Program AlumniRamsey, Ieesha O. January 2019 (has links)
No description available.
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Mining for Knowledge: Identifying Elements of Community Cultural Wealth for Appalachian Girls in a College Readiness ProgramStarlin, LeAnn Faith 15 May 2020 (has links)
No description available.
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Defining and Working Toward College and Career Readiness: A P-16 Education Reform InitiativeEngram, Diettra R. 13 August 2012 (has links)
No description available.
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The Relationship of Parent Involvement and Student Success in GEAR UP Communities in ChicagoStack, Wendy M. January 2010 (has links)
No description available.
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