Increasing College Access and Awareness of Options for Low-Income Students through Collaborative College Admission Practices

Autor/in	Patturelli, Alexander Carlo
Titel	Increasing College Access and Awareness of Options for Low-Income Students through Collaborative College Admission Practices
Quelle	(2022), (126 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-7904-0
Schlagwörter	Hochschulschrift; Dissertation; Access to Education; Higher Education; Low Income Students; College Admission; Cooperation; School Personnel; Professional Development; Self Efficacy; Self Concept; Student School Relationship; Program Effectiveness; Student Participation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulzugang; Hochschulzulassung; Zulassung; Co-operation; Kooperation; Schulpersonal; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Schüler-Lehrer-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	College access for low-income students is a major issue in higher education. This study aimed to explore how college admission professionals could be better prepared to work collaboratively with low-income students in the admission process. Participants in the Cycle 1 data collection included admission professionals and students who have already matriculated to college. The data collected in Cycle 1 pointed to the lack of training for staff in higher education enrollment offices. Following this data collection, action steps were developed to design a training series. The professional development focused on the following four areas: history of college access, student self-efficacy, intersecting identities, and building relationships with students. Each of these sessions included experts on the topic coming to present to the admission professionals who participated. Analysis of self-assessments, reflective journals, and interviews led to three key findings. The findings showed that development of staff training was beneficial to the success of the individual as well as the organization, that student voice in training is pivotal, and that participants developed social emotional competency. Implications for the organization included that there was a need for continuous training at all stages of employment, students should be more involved in training, and training needs to be competency-based to be successful. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01