For this case study, a mixed methods research approach was used to evaluate the components and best practices college access advisers used to influence low-income and first generation college bounds students’ matriculation into postsecondary school. Qualitative data consisted of individual semi-structured interviews with each of the five advisers followed by observations of the advisers using the College Access Tool of Evaluation (CATE). Quantitative data was collected using a Teacher Survey that asked teachers to reflect on the college going culture of the school. When given effective social supports and college going opportunities, low-income and first generation students can matriculate into universities.
College access, first generation college bound students, low-income students, social supports
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