More than Access: The Role of Support Services in the Transitional Experiences of Underrepresented Students in a Statewide Access Program

Autor/inn/en	Berumen, Juan Gabriel; Zerquera, Desiree D.; Smith, Joshua S.
Titel	More than Access: The Role of Support Services in the Transitional Experiences of Underrepresented Students in a Statewide Access Program
Quelle	In: Journal of Student Financial Aid, 45 (2015) 1, Artikel 3 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-9153
Schlagwörter	Transitional Programs; Academic Support Services; Role Perception; Program Effectiveness; Qualitative Research; Interviews; Focus Groups; College School Cooperation; College Bound Students; Middle School Students; Student Surveys; Student Attitudes; Administrator Attitudes; Disproportionate Representation; Minority Group Students; Student Financial Aid; Student Experience; Access to Education; Outreach Programs; Barriers; School Support; Educational Practices; Educational Administration; Program Evaluation + Suchen Sie Ihr Suchwort? Role conception; Rollenverständnis; Qualitative Forschung; Interviewing; Interviewtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerbefragung; Schülerverhalten; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Studienerfahrung; Education; Access; Bildung; Zugang; Bildungszugang; Jobcoaching; Schulförderverein; Bildungspraxis; Bildungsverwaltung; Schuladministration; Schulverwaltung; Programme evaluation; Programmevaluation
Abstract	While a number of studies have examined outcomes associated with early intervention programs that have a financial aid component, few have examined the experiences of student beneficiaries of those programs and the administrators charged with carrying out state mandates associated with the implementation of the programs. This gap in the literature exists for students and administrators at both the K-12 and higher education institution levels. This qualitative study reports findings from interviews and focus groups with 76 administrators and 150 students from colleges and universities in a Midwestern state that implemented a middle school-to-college access program. Findings highlight the disparity between institutional supports for students across the state, differential use of services provided, lack of clarity of financial support structures, and the resulting difficulties encountered by students in the program and the staff hired to administer the program. (As Provided).
Anmerkungen	National Association of Student Financial Aid Administrators. 1101 Connecticut Avenue NW Suite 1100, Washington, DC 20036. Tel: 202-785-0453; Fax: 202-785-1487; e-mail: membership@nasfaa.org; Web site: http://www.nasfaa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01