<p> This project examined the college-going culture at David Starr Jordan High School, an urban high school in North Long Beach, California. Drawing from two conceptual frameworks, Joyce Epstein's six elements of school-family-community partnerships and Patricia McDonough's nine elements of a college:.going culture, a new conceptual framework was developed: school-family-community partnership collegegoing culture. This new conceptual framework emphasizes the three C's: (a) communication, (b) college-information, and (c) collaboration, bridging schoolfamily- community partnerships and college-going culture. </p><p> To increase the college-going rate at David Starr Jordan High School, two community events were implemented at the school utilizing this new conceptual framework-providing a link between theory and practice. As a result, the project helped build school-family-community alliance, disseminated college information to students and families to debunk myths about college-related options, and promoted David Starr Jordan High School as a safe and caring high school. </p>

<p> Over the past several decades, there has been a great deal of discussion on the creation and maintenance of affirmative action programs for under-represented students in higher education. There is ample literature of the development of these programs, the role of state and federal agencies, and the ultimate resulting diversification of American institutions of higher education. This exploratory study seeks to improve our understanding of how access to higher education is perceived and experienced by African American students attending college in the 21^st century. </p><p> The exploratory study is a case study with a phenomenological perspective involving students entering college, K-12 and higher education administrators, and experts in the field of higher education. The researcher utilized individual interviews, group interviews, reflections, and a review of archival data and relevant theories. The study demonstrates how African American students (a) perceive and experience higher education, (b) develop a sense of agency and identity that impacts how they believe themselves to be perceived by their community, and (c) utilize that sense of agency and identity to influence college selection, as well as (d) how their academic and social transition to college is influenced by education officials and community. </p><p> Students in this study had a challenging transition to higher education. They had attended a predominantly African American high school that was highly focused on supporting student access to college. However, the students were not prepared to experience a diverse campus for the first time without the individualized attention they had received in their high school. </p><p> This study demonstrates that access and persistence within higher education is highly influenced by the support students received within their academic, social, and familial communities. It also indicates the significant financial pressure of affording higher education, a stressor throughout the college experience of these students.</p>

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007. / Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1746. Adviser: Rob Toutkoushian. "Title from dissertation home page (viewed Jan. 12, 2008)."

Thesis (Ed.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007.

Thesis (Ph. D.)--University of Toronto, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Abstracts in dissertation abstracts, v. 25 (1964) no. 6, p. 3440. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.