The Summer Before College: A Case Study of First-Generation, Urban High School Graduates

2020 ◽  
pp. 004208592091436
Author(s):  
Antar Tichavakunda ◽  
Carlos Galan
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
College Readiness ◽  
First Generation ◽  
High School Graduates ◽  
Critical Time ◽  
Public High School ◽  
College Ready ◽  
Time Period

Often without guidance in completing college-related tasks, first-generation students face unique challenges during the summer before college. This case study investigates this critical time period by studying a cohort of 33 newly graduated students from the same urban, public high school. Guided by social capital, college readiness, and nepantla frameworks, results shed light on students’ barriers and pathways to transitioning to postsecondary education. The authors call for an extension of college readiness frameworks to the summer before college and also problematize the notion of a college-ready student.

Intersectional Understandings of On-Time High School Graduation and College Readiness for Traditionally Marginalized High School Students

2019 ◽  
Vol 30 (5) ◽  
pp. 424-443
Author(s):  
Nakia M. Gray-Nicolas ◽  
Chandler P. Miranda
Keyword(s):  
High School ◽  
High School Students ◽  
Postsecondary Education ◽  
College Readiness ◽  
Low Income ◽  
Students Of Color ◽  
First Generation ◽  
Marginalized Students ◽  
School Students ◽  
Students First

Conventional definitions of “on-time graduation” and “college readiness” often place the needs of traditionally marginalized students (first-generation, low-income, immigrant and/or students of color) in a deficit light. This multi-case study explores how school leaders at two public high schools are redefining and reframing these policies for their specific student populations. The findings suggest that extending graduation beyond 4 years and using intersectional understandings of college readiness increase traditionally marginalized students’ opportunities to finish high school and pursuing postsecondary education.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Issues of Developmental Instruction in Higher Education and the Need for Change

2020 ◽  
pp. 253-270
Author(s):  
Theresa Neimann
Keyword(s):  
High School ◽  
High School Students ◽  
Graduation Rates ◽  
High School Graduates ◽  
College Graduation ◽  
School Students ◽  
High School Graduation Rates ◽  
College Credits ◽  
College Ready ◽  
College Graduation Rates

Achievement gaps are responsible for low high school graduation rates, low college enrollments, low college graduation rates, and lack of job readiness. Because many of today's high school students are not college ready, there is the need for developmental education in community colleges. Approximately 60% of high school graduates need to take remedial education courses before they can take credit bearing classes, and 76% of high school graduates do not meet ACT college readiness benchmarks. Dual enrollment is one way to address this issue. Opportunities to extend college credits to interested high school students have been increasing as an intervention strategy in preparing students for college, improving graduation rates, and reducing the time of college completion.

scholarly journals College Ready at a Cost: Underrepresented Students Overwhelmed, Scared, Increasingly Stressed, and Coping

2019 ◽  
Vol 52 (5) ◽  
pp. 734-758
Author(s):  
Melissa A. Martinez ◽  
Katherine Lewis ◽  
Jocabed Marquez
Keyword(s):  
College Readiness ◽  
Underrepresented Students ◽  
Unintended Consequences ◽  
Public High Schools ◽  
Descriptive Case Study ◽  
College Ready ◽  
College Going ◽  
College Going Culture ◽  
And Coping

As the push and expectation to attend college continues to increase, making the process of getting into college more competitive than ever before, there is a need to interrogate whether and how efforts to create a college-going culture and increase college readiness among students, particularly those from historically marginalized backgrounds, might have an adverse impact on students. This study illuminates 59 students’ voices who participated in a multisite descriptive case study examining the strong college-going culture and college readiness efforts at three racially and economically diverse urban public high schools in different regions of Texas. Although students revealed positive aspects of their schools’ efforts, this study focuses on some of the negative, unintended consequences related to how students felt and coped with being overwhelmed, scared, and increasingly stressed as a result of the narrow focus on college readiness. Such findings must be considered by scholars, policymakers, and practitioners alike.

College Freshmen's Perceptions of Their High School Experiences

2009 ◽  
Vol 20 (3) ◽  
pp. 438-471 ◽  
Author(s):  
Cynthia Hudley ◽  
Roxanne Moschetti ◽  
Amber Gonzalez ◽  
Su-Je Cho ◽  
Leasha Barry ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
Postsecondary Education ◽  
Low Income ◽  
First Generation ◽  
Peer Group ◽  
First Generation Students ◽  
Strong Argument ◽  
Positive Attitudes ◽  
Talented Students

Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that “getting ready” experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be “at risk.”

scholarly journals AB 540: Tuition Waiver Policy in California: How Student Services Professionals Influence College Access for Undocumented Students

2018 ◽  
Vol 12 (1) ◽  
pp. 67
Author(s):  
Lynn J. Wang
Keyword(s):  
High School ◽  
Financial Aid ◽  
Postsecondary Education ◽  
Student Services ◽  
Immigrant Students ◽  
High School Graduates ◽  
Undocumented Students ◽  
Full Time ◽  
Front Line ◽  
Knowledge Resources

This was an exploratory qualitative study utilizing tenets of phenomenology to examine the lived experiences of front-line student services professionals in Admissions and Financial Aid and their dilemmas in interpreting and implementing California Assembly Bill 540 (2001) in their interactions with undocumented students. Front-line student services professionals are often the make-it or break-it persons for undocumented students to realize their dreams of attaining a postsecondary education because they determine whether students can pay in-state tuition and receive financial aid. California law AB 540 (2001) was created with the intention of providing a fair tuition policy for all California high school graduates entering college in California. AB 540’s (2001) purpose is to allow all California high school graduates, including undocumented immigrant students who meet the requirements, to be exempt from paying nonresident tuition at California public postsecondary institutions. An undocumented student is classified as someone who entered the U.S. without proper immigration documents or someone who entered the country legally as a nonimmigrant but later never exited the country (Internal Revenue Service, 2014). Twelve student service professionals, both part-time and full-time, at public two-year and four-year higher education institutions shared their experiences regarding management of difficult and sensitive conversations with undocumented students, as they attempted to translate state legislation through institutional polices. Many times, these front-line professionals in Admissions and Financial Aid were the first and only people to interact with incoming undocumented students before they set foot in the classroom. These professionals utilized their knowledge, resources, and networks to help students navigate the college-going process. However, unclear and/or non-existent campus policies, departmental silos, along with a lack of professional development, adequate resources, and appropriate guidance, often limited their capacity to help.

Sign in / Sign up

Export Citation Format

Share Document