Jennifer Damico

Abstract

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.    

Keywords

College access, first generation college bound students, low-income students, social supports

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References

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Categories: 2016, Articles - JETEN, Urban Education

Tags: College access, first generation college bound students, low-income students, social supports