This thesis summarizes a study conducted to explore the effect of an educational intervention on cognitive autonomy, identity, hope, and educational aspirations. The primary goal of this study was to investigate (1) the impact of awareness and readiness educational intervention on low-income adolescents’ cognitive autonomy, identity, hope, and educational intentions, and (2) how the low-income adolescents receiving the awareness readiness educational intervention compared to adolescents who did not receive the intervention. The Cognitive Autonomy and Self-Evaluation (CASE) inventory, the Modified Extended Version of the Object Measure of Ego Identity Status (EOMEIS), The Children’s Hope Scale, and a self-report of educational aspirations were used to measure the four variables in this study. Subjects included 38 adolescents, ages 13 to 17, from lower socioeconomic status (SES), located in the two different school districts who participate in the GEAR UP intervention, and a comparison sample included 47 adolescents, ages 14 to 17, from various classes at a local high school. Findings reveal that changes from time 1 to time 2 (four months) for adolescents participating in the educational intervention were not significant in three of the four areas. The educational aspirations results were statistically significant. The adolescents in the educational intervention group and from the comparison sample found to be similar on all measures, thus establishing a form or social validation. Results may be contingent on the type of sample obtained and testing procedures. The results of this study indicate there may need to be further research in this area.

<p><a>In-school interactions between afterschool educators and high school youth can increase youth participation in afterschool programs. As a result of participation, afterschool programs may offer a range of academic, social, and emotional outcomes to support positive youth development and prepare high school students for post-secondary education.</a> However, high school youth have the lowest afterschool participation rates of any age group due to competing interests such as home responsibilities, jobs, tougher academic courses, and other extracurricular activities (Afterschool Alliance, 2020). Previous research indicates repeated positive adult-youth interactions lead to the development of relationships that support the needs of the youth (Rhodes, 2002). If afterschool educators and youth have positive interactions during the school day, youth may be more likely to attend afterschool to seek academic assistance and further develop a mentoring relationship with the afterschool educator. Additionally, continuous youth afterschool participation can be shaped by the afterschool physical learning environment and an afterschool educator’s self-efficacy, beliefs, and behaviors due to their impacts on the youth’s afterschool experience. Therefore, this study investigated the in-school and afterschool factors predicting high school youth participation in a GEAR UP afterschool program. </p><p>The purpose of this study was to explain and predict high school student participation in a Midwestern state GEAR UP afterschool program based on the in-school adult-youth interactions, afterschool physical environment, and afterschool educator self-efficacy, behaviors, and beliefs. Participants of this study included 9^th and 10^th grade youth enrolled in a GEAR UP school (<i>N</i> = 6767) as well as GEAR UP afterschool program regional directors and building coordinators (<i>N</i> = 18). Quantitative data for youth participants was collected from GEAR UP database records regarding measures of in-school adult-youth interactions and afterschool participation. Quantitative data for afterschool educators was collected using a web-based survey, which gathered information about the afterschool physical learning environment and the educator’s self-efficacy, beliefs, and behaviors during the afterschool program. The data was analyzed using descriptive statistics, correlations, multiple regression analysis, and inferential statistical tests. </p><p></p><p>There were five conclusions for this study. First, afterschool educators were somewhat self-efficacious, believed STEM education to be very important, demonstrated STEM behaviors occasionally, and agreed the afterschool physical learning environment was suitable. Second, free and reduced lunch status; educator behaviors; one-on-one instruction; and counseling, advising, and academic planning predicted 5.3% variance in high school student afterschool participation. Third, individualized adult-youth interactions were positively related to afterschool participation. Fourth, youth afterschool participants reported greater hours of one-on-one instruction than nonparticipants, and nonparticipants reported greater hours of counseling, advising, and academic planning than participants. Fifth, youth afterschool participation rates and hours spent in afterschool program activities varied at the school level. Recommendations for future research, implications for theory, and practical applications for afterschool educators, afterschool program developers, and school administrators were discussed. </p><br><p></p>

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This study analyzed the perceptions of 13 school staff and their experiences with the implementation of GEAR UP TN. The primary purpose of this study was to examine how program activities and services are being sustained after funding for GEAR UP TN ceased. Qualitative methodology guided this study. This approach allowed for the perspectives and lived experiences of the school staff to be voiced and heard. Data collected included their stories based on semistructured interviews and observations. Findings are presented in 4 themes that pertain directly to the research questions regarding key elements that contributed to program continuation, procedures that initiated program continuation, organizations in a collaborative that were sustained after funding, and program services not continued. In this specific case there continues to be school district support, community support, parental support, and a level of financial and technical support from other funding sources. Recommendations based on the results of the study are (1) implement college visits, ACT workshops, dual enrollment classes, and parent FAFSA workshops to create a college going culture; (2) gain support from the school board, parents, and the community; (3) maintain sufficient financial and human resources for precollege access programs and services; and (4) build partnerships with local colleges and universities.

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