This interpretive study sought to understand how six GED graduates who
dropped out of high school came to be enrolled at a rural community college,
and what factors they perceived promoted or impeded their academic
persistence and success. Specifically the study focused on student
backgrounds, reasons for dropping out of high school, return motivations, and
persistence factors influencing retention. Participants were selected based
upon the following characteristics:
1) over the age of 21
2) enrolled both fall quarter, 1993 and winter quarter, 1994
3) studied for and took the GED at Yakima Valley Community College (YVCC)
4) received the GED after the test was revised in 1988
5) had earned at least 20 credits at YVCC by the end of fall quarter, 1993
In-depth student interviews and examination of student records provided
data for the development of case records. Data analysis resulted in the
generation of seven hypotheses. Among them were hypotheses that suggest
that the GED was the key to accessing further education for returning adult high
school dropouts, and that a primary benefit of passing the GED Tests was an
increase in the self-confidence students needed to continue their education.
The study also found that GED graduates recognized they may lack
academic survival skills due to dropping out of high school, and that they were
inclined to use college services for remediation. Four academic integration
factors--the accessibility of a sequence of developmental classes, the existence
of study skills or freshman orientation classes, the availability of tutoring, and
supportive advising--contributed to the persistence and success of GED
graduates.
Two factors--the drive to become self sufficient, and the ability of students
to develop a strong commitment to college through their faith in education to
promote life changes--enabled students to persist and succeed. Participants
provided evidence that GED graduates can succeed in community college as
well as other students who have earned traditional high school degrees when
certain academic conditions are in place. Finally, the study demonstrated the
positive effect education can have in breaking the cycle of negative family
attitudes toward schooling for the next generation. / Graduation date: 1995
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/35016 |
| Date | 17 February 1995 |
| Creators | Falk, Cheryl R. |
| Contributors | Haverson, Wayne W. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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