Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- College access (28)
- School counseling (8)
- Higher education (6)
- Undocumented students (6)
- College enrollment (4)
-
- Access (3)
- Book review (3)
- College Access (3)
- College and career readiness (3)
- Dual enrollment (3)
- Financial aid (3)
- High school (3)
- Pre-college (3)
- Reach higher (3)
- School counselors (3)
- Social cognitive career theory (3)
- Student success (3)
- Students (3)
- Summer melt (3)
- Support (3)
- Admissions (2)
- Career counseling (2)
- Career development (2)
- College (2)
- College access; low-income students (2)
- College admissions (2)
- College counseling (2)
- College outcomes (2)
- College readiness (2)
- College students (2)
Articles 1 - 30 of 102
Full-Text Articles in Education
Complete Issue, Christopher W. Tremblay, Patrick J. O'Connor Phd, Laura Owen, Diana Camilo, Moya Malcolm
Complete Issue, Christopher W. Tremblay, Patrick J. O'Connor Phd, Laura Owen, Diana Camilo, Moya Malcolm
Journal of College Access
No abstract provided.
Book Review: Rethinking College Admissions: Research-Based Practice And Policy, Christopher W. Tremblay
Book Review: Rethinking College Admissions: Research-Based Practice And Policy, Christopher W. Tremblay
Journal of College Access
No abstract provided.
Book Review: Punished For Dreaming, Lorene Deatley
Book Review: Punished For Dreaming, Lorene Deatley
Journal of College Access
No abstract provided.
Introductory Pages, Christopher W. Tremblay, Patrick J. O'Connor Phd, Laura Owen, Diana Camilo, Moya Malcolm
Introductory Pages, Christopher W. Tremblay, Patrick J. O'Connor Phd, Laura Owen, Diana Camilo, Moya Malcolm
Journal of College Access
No abstract provided.
Well-Being Consciousness And College Access Borderlands: Staff Perspectives On Supporting Students’ Well-Being, Paris D. Wicker
Well-Being Consciousness And College Access Borderlands: Staff Perspectives On Supporting Students’ Well-Being, Paris D. Wicker
Journal of College Access
More than 2550 pre-college preparation and college access programs in the United States are designed to increase the postsecondary enrollment and degree obtainment rates for historically excluded college students, including low-income and Students of Color. Less known is how these programs address the social emotional, and well-being needs of college-going Black and Indigenous women enrolling at Predominately White Institutions (PWIs). Guided by Gloria Anzaldúa’s Borderlands theory, this study analyzed interviews with five current and former college access program staff to uncover if and how college access programs define and implement well-being into college access initiatives. Findings revealed varied racialized and …
Characteristics Of Effective Postsecondary Advising: How Often To Meet And What To Focus On, Grace Pai, Melissa De Feo
Characteristics Of Effective Postsecondary Advising: How Often To Meet And What To Focus On, Grace Pai, Melissa De Feo
Journal of College Access
Using data from a large-scale senior exit survey administered at public high schools in New York City, this study aims to parse out what quantitative and qualitative characteristics of postsecondary advising are most influential in predicting students’ likelihood to attend college. We apply a broader conceptual framework for postsecondary advisement that includes school-based college advising as well as parental advisement on college and career planning. Results from logistic regression analyses show receiving help in completing college applications, along with talking to a counselor and parents/guardians at least 3 times in their senior year, to be salient predictors of college-going.
Book Review: Pre-College Programming In Higher Education Case Studies, Kim Callahan Lijana
Book Review: Pre-College Programming In Higher Education Case Studies, Kim Callahan Lijana
Journal of College Access
No abstract provided.
Addressing Social Determinants Of Mental Health To Improve College Access, Retention, And Completion, Rumbidzai Mushunje, Natese Dockery, Mickey Lin, Kaprea Johnson, Kristen Toole, Sarah Henry, Alexandra Gantt-Howrey
Addressing Social Determinants Of Mental Health To Improve College Access, Retention, And Completion, Rumbidzai Mushunje, Natese Dockery, Mickey Lin, Kaprea Johnson, Kristen Toole, Sarah Henry, Alexandra Gantt-Howrey
Journal of College Access
Addressing non-medical factors that adversely impact mental health, wellness, and academic persistence is important to increasing access to college for vulnerable college students. This systematic review synthesized 63 articles on interventions to address college student SDOMH challenges. Researchers found that SDOMH themes were addressed in intervention studies at different rates, specifically, healthcare access and quality (n = 27, 42.3%), education access and quality (n = 24; 37.5%), social and community context (n = 11; 17.4%), economic stability (n = 3; 4.7%), and neighborhood and built environment (n = 1; 1.6%). Implications for higher education stakeholders conclude.
Complete Issue, Christopher W. Tremblay, Laura Owen, Patrick J. O'Connor Phd, Diana Camilo
Complete Issue, Christopher W. Tremblay, Laura Owen, Patrick J. O'Connor Phd, Diana Camilo
Journal of College Access
No abstract provided.
Campus Visits As Predictors Of Postsecondary Enrollment In Low-Income, Rural School Districts, M. Corinne Smith, Ross M. Gosky, Jui-Teng Li
Campus Visits As Predictors Of Postsecondary Enrollment In Low-Income, Rural School Districts, M. Corinne Smith, Ross M. Gosky, Jui-Teng Li
Journal of College Access
The purpose of this study was to examine the relationship between visits to college campuses by middle school and high school students and postsecondary enrollment rates, where campus visits are classified as both formal college visits and also informal campus visits. Specifically, Traditional Campus Visits and Educational Campus Field Trips are categorized as two distinct service types sponsored by the GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) grant program in 11 rural, western North Carolina school districts. The participants were 2,274 students who started the GEAR UP program in 7th grade and remained enrolled at a participating …
From The Guest Editors, Erik M. Hines, Paul C. Harris, Renae D. Mayes
From The Guest Editors, Erik M. Hines, Paul C. Harris, Renae D. Mayes
Journal of College Access
No abstract provided.
Complete Issue, Erik M. Hines, Renae D. Mayes, Paul C. Harris
Complete Issue, Erik M. Hines, Renae D. Mayes, Paul C. Harris
Journal of College Access
No abstract provided.
Introductory Pages, Erik M. Hines, Paul C. Harris, Renae D. Mayes
Introductory Pages, Erik M. Hines, Paul C. Harris, Renae D. Mayes
Journal of College Access
No abstract provided.
Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci
Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci
Journal of College Access
In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a “Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we …
Study Abroad: Perspectives From Historically Underrepresented Student Populations, Meghan Ecker-Lyster, Nadzeya Kardash
Study Abroad: Perspectives From Historically Underrepresented Student Populations, Meghan Ecker-Lyster, Nadzeya Kardash
Journal of College Access
Research clearly outlines the many positive benefits associated with study abroad programs (e.g., Arghode et al., 2020; Jiang et al., 2019). Unfortunately, the majority of undergraduate students who participate in these experiences are from affluent backgrounds. To increase access to study abroad opportunities for all students, including historically underrepresented student groups (e.g., first-generation college student, lower-income background), higher education institutions need to offer affordable study abroad options. To aid institutions with this task, the current qualitative investigation provides critical insights into students’ perceptions of an affordable, abbreviated study abroad model. The findings from this study highlight the overall program model …
He Needs To Be In A Learning Community – Learning Community, A Place Of Respite And Brotherhood While Persisting In College, Ngozi Taffe
Journal of College Access
Black males encounter significant microaggressions and race related challenges as students in Predominantly White Institutions. These encounters negatively impact their college learning and social experiences. In the face of these challenges, college retention rate of Black males falls behind those of other racial and gender groups (Toldson, 2012). Notwithstanding, statistics point to the success and persistence of Black male students in such oppressive environments and the role of learning communities in fostering successful outcomes for students. Using the Community Cultural Wealth (Yosso, 2005) framework, this qualitative study explores the experiences of eight Black males living in a same race same …
Introductory Pages, Laura Owen, Christopher W. Tremblay, Diana Camilo, Patrick J. O'Connor Phd
Introductory Pages, Laura Owen, Christopher W. Tremblay, Diana Camilo, Patrick J. O'Connor Phd
Journal of College Access
No abstract provided.
The Impact Of Optional: Investigating The Effects Of Test-Optional Admissions Policies, Joseph H. Paris, Benjamin Torsney, Sara Fiorot, Catherine Pressimone Beckowski
The Impact Of Optional: Investigating The Effects Of Test-Optional Admissions Policies, Joseph H. Paris, Benjamin Torsney, Sara Fiorot, Catherine Pressimone Beckowski
Journal of College Access
An increasing number of postsecondary institutions in the United States have introduced test-optional admissions policies primarily due to criticism of standardized admissions tests as potentially biased predictors of student success. However, the impact of the test-optional movement is largely unknown and continues to evolve amid the COVID-19 pandemic. Using institutional isomorphism as our theoretical framework, we update and extend existing research by broadening the number and type of test-optional institutions represented in the literature. We use 2x2 repeated measures multivariate analysis of variance (MANOVA) to examine change in applications received, acceptances, enrollment, and the racial and socioeconomic composition of the …
The Impact Of Academic Aspirations And Career Uncertainty On Students’ College Outcomes, Mary Edwin, Hannah Pulse, Nour Alhiyari, David Salvatierra, Claire Martin, Rachel Gaglio
The Impact Of Academic Aspirations And Career Uncertainty On Students’ College Outcomes, Mary Edwin, Hannah Pulse, Nour Alhiyari, David Salvatierra, Claire Martin, Rachel Gaglio
Journal of College Access
Between the fall of 2009 and 2019, total postsecondary institution enrollment in the United States decreased by 5%, and for those students who do enroll in college, many who lack clear career objectives drop out, making the U.S. the nation with the highest college dropout rate in the industrialized world. Students’ academic aspirations and career certainty have been shown to impact college outcomes. However, the impact of career uncertainty and academic aspirations on students’ college outcomes has not been studied nationally. Using binomial regression analyses and a nationally representative sample (N = 23,503) of high school students, we investigated …
Book Review: Early Colleges As A Model For Schooling: Creating New Pathways For Access To Higher Education, Christopher W. Tremblay
Book Review: Early Colleges As A Model For Schooling: Creating New Pathways For Access To Higher Education, Christopher W. Tremblay
Journal of College Access
No abstract provided.
College Access After Covid, Patrick J. O'Connor Phd
College Access After Covid, Patrick J. O'Connor Phd
Journal of College Access
No abstract provided.
Introductory Pages, Christopher W. Tremblay, Laura Owen, Patrick J. O'Connor Phd
Introductory Pages, Christopher W. Tremblay, Laura Owen, Patrick J. O'Connor Phd
Journal of College Access
No abstract provided.
Introductory Pages, Ian Levy, Caroline Lopez-Perry
Introductory Pages, Ian Levy, Caroline Lopez-Perry
Journal of College Access
No abstract provided.
The School Counselor’S Role In Anti-Racist College Counseling And Advising, Ian Levy, Caroline Lopez-Perry
The School Counselor’S Role In Anti-Racist College Counseling And Advising, Ian Levy, Caroline Lopez-Perry
Journal of College Access
No abstract provided.
Catalyzing Change For Undocumented Students At Post-Secondary Institutions In California, Iliana G. Perez, Nancy Jodaitis, Victor Garcia
Catalyzing Change For Undocumented Students At Post-Secondary Institutions In California, Iliana G. Perez, Nancy Jodaitis, Victor Garcia
Journal of College Access
This paper highlights learning lessons and best practices from the California Campus Catalyst Fund (CCCF), a unique 3-year, $14M grant and technical assistance initiative, which supports programs for undocumented students at 32 campuses within each of the public higher education segments in California (University of California, California State University, and California Community Colleges). The paper focuses on three essential components of substantive changes for undocumented students attending CCCF campuses: 1) access to financial aid, 2) knowledge about income generation through entrepreneurship, and 3) student leadership development. Recommendations stemming from best practices and implementation of the CCCF are provided for multiple …
Building Critical Bridges: The Role Of University Presidents In Collaborating With Undocumented Student Activists, Rachel Freeman, Daniela Iniestra Varelas, Daniel Castillo
Building Critical Bridges: The Role Of University Presidents In Collaborating With Undocumented Student Activists, Rachel Freeman, Daniela Iniestra Varelas, Daniel Castillo
Journal of College Access
Undocumented students across the country have powerfully organized for the development of equitable programs and policies for undocumented students in higher education. Presidents of colleges and universities play a key role in working with undocumented activists to influence the development of these programs. Our research team with The UndocuScholars Project at the University of California, Los Angeles (UCLA) spotlights university presidents who have been leaders in the field in working with undocumented students through the documentary film series College Presidents with Undocumented Students. In this article, we discuss the second film in the series showcasing President Elsa Núñez of the …
Racist Nativism In The College Access Experiences Of Undocumented Latinx Students, Brianna R. Ramirez
Racist Nativism In The College Access Experiences Of Undocumented Latinx Students, Brianna R. Ramirez
Journal of College Access
This study explores undocumented Latinx students' college access experiences through a racist nativist framework to understand how the ideologies of racism and xenophobia underlie the possibilities of pursuing college aspirations. This article describes five particular ways in which racist nativism underlies undocumented Latinx college access experiences. These included 1) systematic lack of institutional college knowledge, 2) restricted college outreach, 3) instilling fear in pursuing college aspirations, 4) discriminatory financial aid policies and practices, and 5) contradictory rhetoric of "deservingness" of educational and life opportunities. This paper supports an understanding of undocumented Latinx student educational processes at the intersection of systems …
Promoting Success For First-Generation Students Of Color: The Importance Of Academic, Transitional Adjustment, And Mental Health Supports, Sophie W. Schuyler, Jonique R. Childs, Timothy A. Poynton
Promoting Success For First-Generation Students Of Color: The Importance Of Academic, Transitional Adjustment, And Mental Health Supports, Sophie W. Schuyler, Jonique R. Childs, Timothy A. Poynton
Journal of College Access
Nearly 1 in 3 college students (30%) are first-generation students of color (FGSOC), possessing the intersectional identity of being both a first-generation college student and a racial minority. FGSOC face increased psychological and social difficulties in college when compared to students in other groups, resulting from cultural differences, lack of academic preparedness, stigma surrounding socioeconomic status, racial discrimination, and marginalization. This article summarizes peer-reviewed literature related to three types of supports that can improve the college experience and promote the academic success of FGSOC: academic supports, transitional adjustment supports, and mental health supports. The reviewed literature is framed by a …
Student Readiness Of Colleges: A Qualitative Study, Karen Widger Caldwell, Cala Millis, Timothy N. Constant, Patrick Borg, Katherine Threatt-Morgan, Christopher J. F. Burke
Student Readiness Of Colleges: A Qualitative Study, Karen Widger Caldwell, Cala Millis, Timothy N. Constant, Patrick Borg, Katherine Threatt-Morgan, Christopher J. F. Burke
Journal of College Access
Using the framework of belonging, this qualitative study explores how one upper midwestern college engages in student-readiness and explores the disconnects that create barriers to student-readiness. The study investigates ‘student readiness’ broadly through the literature and more specifically by narrowing efforts to a detailed examination of one college by conducting interviews, observations, and collecting artifacts. The results of the study revealed that the college addressed student readiness differently depending on perspectives of staff/faculty, administration, and students. Three themes emerged after coding and examination of the data: supports, community and disconnect.
Introductory Pages, Diana Camilo, Marisol Clark-Ibáñez
Introductory Pages, Diana Camilo, Marisol Clark-Ibáñez
Journal of College Access
No abstract provided.