Literaturnachweis - Detailanzeige
| Autor/in | Tucker, Michelle Preston |
|---|---|
| Titel | Social and Academic Challenges That Low-Income, High-Achieving Students Face in Higher Education: A Qualitative Case Study |
| Quelle | (2022), (108 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3776-1395-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Low Income Students; High Achievement; College Students; Academic Achievement; Life Style; Self Esteem; Academic Persistence; Advanced Placement Programs; Dual Enrollment; Prior Learning; Interpersonal Competence; Extracurricular Activities; Socialization; Social Support Groups |
| Abstract | The problem addressed in this study was that low-income, high-achieving students have lower success rates in higher education institutions socially and academically compared to students of higher-income status regardless of academic ability. The purpose of this qualitative, case study was to investigate how low-income students who excelled in high school acceleration programs described their social and academic challenges in postsecondary education. This study was grounded in Tinto's work stating that students who are immersed in the college lifestyle and have confidence in their academics will have increased persistence and higher success rates in postsecondary education. Participants were chosen using purposeful sampling from 41 students who participated in Advanced International Certificate of Education (AICE), Advanced Placement (AP) or dual enrollment programs. Data was collected through Zoom from semi-structured interviews and two focus groups from a final sample of 18 students. Data analysis was conducted using Braun and Clarke's thematic analysis approach for qualitative data. Data was uploaded into NVivo to find initial codes and then coding by hand was used to find the final categories and themes. Four themes emerged from the data analysis on low-income, high-achieving students: (a) they face difficulties making connections and look to college clubs and extracurricular activities for socialization, (b) they need the social supports provided by colleges through targeted, support programs, (c) they face difficulties when they feel that high school has not adequately prepared them for their college courses and (d) they feel that they need support from outside sources to face the academic challenges experienced in college. This study can serve to guide high schools and colleges and universities on the best ways to support these students through targeted support programs and training for high school teachers of these students highlighting the rigor and expectation of the college classroom. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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