Youth Futures is a community-based intervention intended to improve post-secondary education (PSE) access rates among high school youth from low-income families, who tend to be under-represented in higher education (Berger, Motte, & Parkin, 2009; Norrie & Zhao, 2011). The bilingual (French and English) program spans seven months and consists of mentoring by university students, leadership training, workplace training and skill development activities, paid summer employment, and exposure to college and university settings. This thesis examined the outcomes of the Youth Futures program through three distinct studies. First, a quasi-experimental study was conducted to investigate short-term outcomes among program participants (N = 44, mean age of 16 years old at baseline) in comparison to a group of their peers (N = 40, mean age of 16 years old at baseline). Second, a qualitative study was conducted with a purposeful sample of program participants (N = 20, mean age of 17 years old) to explore their first-hand experiences through semi-structured, open-ended interviews. Third, program alumni (N = 79, mean age of 19 years old) were briefly interviewed via telephone to investigate longer-term outcomes, including employment experience and enrolment and persistence in PSE. Overall, no evidence was found to suggest that exposure to the Youth Futures program contributed to increased access to PSE among participants. Some characteristics of the Youth Futures sample recruited in the three studies raised questions about whether participants were at risk of not accessing PSE in the absence of the intervention (Berger et al., 2009; Childs, Finnie, & Mueller, 2015; Finnie, Childs, & Wismer, 2011). Findings indicated several program improvement strategies that may be useful in modifying the Youth Futures program to ensure that students in need of the intervention receive tailored programming and that the timing of the intervention is effective. Experts have called for a stronger evidence base in this area to facilitate sound decision-making about which potential program models to establish or expand and how to match students to the programs that best address their particular needs (Barnett et al., 2012; Brock, 2010; Le, Mariano, & Faxon-Mills, 2016; Shultz & Mueller 2006; Tierney & Hagedorn, 2007).
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/36493 |
| Date | January 2017 |
| Creators | Rae, Jennifer |
| Contributors | Aubry, Tim |
| Publisher | Université d'Ottawa / University of Ottawa |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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