From here to there for first gen overcoming

“Getting from Here to There”- OvercomingObstacles to Access for First Generationand Underrepresented College students.

Dr. Fay M. ButlerDirector of Student Engagement

LaGuardia Community College/CUNY

This workshop will be presented in five partsI. First Generation and Underrepresented College

Students: Who are they? HighlightsII. The Importance of College AccessIII. The structure of College Access using College Choice

ModelsIV. Obstacles to Access for First Generation and

Underrepresented StudentsV. Conclusion – Some solutions to access issues, open

discussion

This workshop will be presented in five partsI. First Generation and Underrepresented College

Students: Who are they? HighlightsII. The Importance of College AccessIII. The structure of College Access using College Choice

ModelsIV. Obstacles to Access for First Generation and

Underrepresented StudentsV. Conclusion – Some solutions to access issues, open

discussion

Theoretical Models used in support of thispresentation are:

• Hossler’s and Gallagher’s (1987) college choicemodel (College Choice

Theory);• Freemans model of college predetermination• Cabrera and LaNasa three task process• Bourdieu and Passeron’s (1990) theory of cultural

capital;• Ogbu’s (1992 ) theory of the role of community

forces (Status Attainment Theory);

Theoretical Models used in support of thispresentation are:

• Hossler’s and Gallagher’s (1987) college choicemodel (College Choice

Theory);• Freemans model of college predetermination• Cabrera and LaNasa three task process• Bourdieu and Passeron’s (1990) theory of cultural

capital;• Ogbu’s (1992 ) theory of the role of community

forces (Status Attainment Theory);

Important Definitions for this session

Cultural and Social Capital

In simplest terms, the concepts of cultural and socialcapital mean assets, in the form of behaviors, on whichindividuals and/or families can draw to meet a certain setof established values in a society.

Important Definitions for this session

Cultural and Social Capital

In simplest terms, the concepts of cultural and socialcapital mean assets, in the form of behaviors, on whichindividuals and/or families can draw to meet a certain setof established values in a society.

First GenerationFirst Generation students

are defined as “those whoseparents have different levels ofeducation, the maximumeducation level of either parentdetermines how the student iscategorized”(NCES, 1998).

UnderrepresentedFor this workshop, historicallyunderrepresented groups ineducation will be defined asBlack and Hispanic.

First Generation studentsare defined as “those whoseparents have different levels ofeducation, the maximumeducation level of either parentdetermines how the student iscategorized”(NCES, 1998).

For this workshop, historicallyunderrepresented groups ineducation will be defined asBlack and Hispanic.

First GenerationThe proportion of first-generationstudents within the overallpopulation of first-time, full-timeentering college freshman at four-year institutions has steadily declinedsince 1971, reflecting increasinglevels of education among the U.S.population (HERI, 2007).

Underrepresented• Differences between racial/ethnic

groups are cause for concern.Specifically, since 1975, AfricanAmericans show the greatest declinein their representation of first-generation college students—adeclining rate that is of concernbecause it is faster than the relativeproportion of African American adultswithout a college education as well asthe decline of first-generation studentsin other racial/ethnic groups. Hispanicsremain the least educated group (69.1percent of Hispanic adults lacked acollege education in 2005) and havethe highest proportion of first-generation college students.

The proportion of first-generationstudents within the overallpopulation of first-time, full-timeentering college freshman at four-year institutions has steadily declinedsince 1971, reflecting increasinglevels of education among the U.S.population (HERI, 2007).

• Differences between racial/ethnicgroups are cause for concern.Specifically, since 1975, AfricanAmericans show the greatest declinein their representation of first-generation college students—adeclining rate that is of concernbecause it is faster than the relativeproportion of African American adultswithout a college education as well asthe decline of first-generation studentsin other racial/ethnic groups. Hispanicsremain the least educated group (69.1percent of Hispanic adults lacked acollege education in 2005) and havethe highest proportion of first-generation college students.

II. Why Is College Access Important?

• In 2004, noted researcher Dr. Patricia McDonough wrote aboutthe challenges and prospects for the school to college transitionespecially for underrepresented students. This is also true for FirstGeneration students

• The great increase in the importance of college has coincidedwith a huge increase in the percentage of U.S. students who comefrom historically excluded minority groups, which never had equalaccess to college and were concentrated in weak high schools,usually segregated by both race and poverty (Orfield, 2005).


• In 2004, noted researcher Dr. Patricia McDonough wrote aboutthe challenges and prospects for the school to college transitionespecially for underrepresented students. This is also true for FirstGeneration students

• The great increase in the importance of college has coincidedwith a huge increase in the percentage of U.S. students who comefrom historically excluded minority groups, which never had equalaccess to college and were concentrated in weak high schools,usually segregated by both race and poverty (Orfield, 2005).


• Access to higher education has taken on crucial importance in debatingabout social mobility and equality because there is clear evidence that acollege education is associated with significant economic and noneconomic benefits (Karen & Dougherty, 2005).

• Economic benefits of higher education include higher pay and employmentstability.

• Plain and simple education pays: A college education is associated withbetter access to employment and high earning. (Education Commission ofthe States, 2003).


• Access to higher education has taken on crucial importance in debatingabout social mobility and equality because there is clear evidence that acollege education is associated with significant economic and noneconomic benefits (Karen & Dougherty, 2005).

• Economic benefits of higher education include higher pay and employmentstability.

• Plain and simple education pays: A college education is associated withbetter access to employment and high earning. (Education Commission ofthe States, 2003).


For First Generation Students• Research indicates that students whose parents did not attend college aremore likely than their non first-generation counterparts to be lessacademically prepared for college, to have less knowledge of how toapply for college and for financial assistance, and to have more difficultyin acclimating themselves to college once they enroll. They are also moreat risk for not completing a degree because they are more likely to delayenrollment after high school, to enroll in postsecondary education part time,and to work full-time while enrolled. (First Generation College Student, 2004)


For First Generation Students• Research indicates that students whose parents did not attend college aremore likely than their non first-generation counterparts to be lessacademically prepared for college, to have less knowledge of how toapply for college and for financial assistance, and to have more difficultyin acclimating themselves to college once they enroll. They are also moreat risk for not completing a degree because they are more likely to delayenrollment after high school, to enroll in postsecondary education part time,and to work full-time while enrolled. (First Generation College Student, 2004)


For Underrepresented Students• Transition from high school to college is particularly difficult for

historically underrepresented urban students who are not academicallytalented (Butler, 2005).

• Black and Hispanic students are not obtaining postsecondary educationdegrees at the same rate as their White, non-Latino counterparts norare they graduating from high school with the same level of academicskills (NCES, 2001a.)


For Underrepresented Students• Transition from high school to college is particularly difficult for

historically underrepresented urban students who are not academicallytalented (Butler, 2005).

• Black and Hispanic students are not obtaining postsecondary educationdegrees at the same rate as their White, non-Latino counterparts norare they graduating from high school with the same level of academicskills (NCES, 2001a.)


Summary

Access to Higher Education is important

• Better Educated Citizens• Significant economic and non economic benefits• Social mobility


Summary

Access to Higher Education is important

• Better Educated Citizens• Significant economic and non economic benefits• Social mobility

III. Structure of College Access: Models of College Choice

How do Students get to college?

• Students aspire to, apply to and then enroll in college through acomplex, longitudinal, interactive process involving individualaspiration and achievement, learning opportunities and interventionprograms in high school and institutional admissions (McDonough,2004).

• What is college choice ? How do students make decisions toparticipate or not to participate in Higher Education?


How do Students get to college?

• Students aspire to, apply to and then enroll in college through acomplex, longitudinal, interactive process involving individualaspiration and achievement, learning opportunities and interventionprograms in high school and institutional admissions (McDonough,2004).

• What is college choice ? How do students make decisions toparticipate or not to participate in Higher Education?


• Models of student college choice have been developed todemonstrate how traditional- age students go about realizing theireducational aspirations (Hossler, Schmit, & Vesper, 1999).

• Hossler and Gallagher (1987) created a three-stage model ofcollege choice: predisposition, search, and choice.


• Models of student college choice have been developed todemonstrate how traditional- age students go about realizing theireducational aspirations (Hossler, Schmit, & Vesper, 1999).

• Hossler and Gallagher (1987) created a three-stage model ofcollege choice: predisposition, search, and choice.

III. Models of College Choice: Traditional College Choice Theory• Predisposition refers to the plans students develop for education or work

after they graduate from high school (Hossler, Schmit, & Vesper, 1999). Inthis stage, a students’ family background, academic achievements, andpeers influence the development of post-high school plans. In this stage,Hossler et al. found that most high school students formalize theireducational plans between eighth and tenth grade.

• The search stage includes students’ discovering and evaluating possiblecolleges in which to enroll. In their study on going to college, Hossler et al.(1999) discovered that during the search stage of college choice, students’

educational aspirations tended to remain steady or increased duringsophomore and junior years.

• In the choice stage students choose a school from among those they haveconsidered.

III. Models of College Choice: Traditional College Choice Theory• Predisposition refers to the plans students develop for education or work

after they graduate from high school (Hossler, Schmit, & Vesper, 1999). Inthis stage, a students’ family background, academic achievements, andpeers influence the development of post-high school plans. In this stage,Hossler et al. found that most high school students formalize theireducational plans between eighth and tenth grade.

• The search stage includes students’ discovering and evaluating possiblecolleges in which to enroll. In their study on going to college, Hossler et al.(1999) discovered that during the search stage of college choice, students’

educational aspirations tended to remain steady or increased duringsophomore and junior years.

• In the choice stage students choose a school from among those they haveconsidered.

III. Models of College Choice: Alternate Model

• Dr. Kassie Freeman’s alternate model of college choice called the model ofpredetermination focuses primarily on the decision making process ofunderrepresented groups

• Freeman created her model based on the following questions:a) Are the influences that determine the choice to go to college the same

for different cultural groups?b) At what age does the process to choose higher education begin?c) What role does economics and secondary school play in the process

for underrepresented groups?


• Dr. Kassie Freeman’s alternate model of college choice called the model ofpredetermination focuses primarily on the decision making process ofunderrepresented groups

• Freeman created her model based on the following questions:a) Are the influences that determine the choice to go to college the same

for different cultural groups?b) At what age does the process to choose higher education begin?c) What role does economics and secondary school play in the process

for underrepresented groups?


• Her model is meant to address the culturally diverse perspectives notcaptured by Hossler and others (Smith, 2008).

• Freeman also presents a dynamic model where multiple, intersectinginfluences such as school context, economic, outlook, gender andpsychological make up of the individual (knowers, seekers and dreamers)result in either college attendance or the exploration of otherpostsecondary options.

• In contrast to Hossler and Gallagher’s discrete three stage model,Freemans model instead describes a fluid process that begins withkinship/family influences that intersect with school characteristics to createstudent cultural characteristics that shape college predetermination


• Her model is meant to address the culturally diverse perspectives notcaptured by Hossler and others (Smith, 2008).

• Freeman also presents a dynamic model where multiple, intersectinginfluences such as school context, economic, outlook, gender andpsychological make up of the individual (knowers, seekers and dreamers)result in either college attendance or the exploration of otherpostsecondary options.

• In contrast to Hossler and Gallagher’s discrete three stage model,Freemans model instead describes a fluid process that begins withkinship/family influences that intersect with school characteristics to createstudent cultural characteristics that shape college predetermination

III. Structure of College AccessModels of College Choice

Summary

• Hossler and Gallagher’s traditional three stage model

• Freeman’s Fluid model of predetermination

III. Structure of College AccessModels of College Choice

Summary

• Hossler and Gallagher’s traditional three stage model

• Freeman’s Fluid model of predetermination

IV. Obstacles to and Inequalities of Access forUnderrepresented and First Generation students

What obstacles do students face as they progress throughthe stages of college choice models

• Unequal educational expectations• Unequal academic qualifications• Inequalities of information in the College Search Process• Inadequate Financial Assistance• There will be a review of each


What obstacles do students face as they progress throughthe stages of college choice models

• Unequal educational expectations• Unequal academic qualifications• Inequalities of information in the College Search Process• Inadequate Financial Assistance• There will be a review of each


Highlights

Socioeconomic status, race, and ethnicity areconsidered causal or background variables because ofhow they affect educational expectations, aspirations,and information resources for students about college.The effects of these background variables are direct(Butler, 2005).


Highlights

Socioeconomic status, race, and ethnicity areconsidered causal or background variables because ofhow they affect educational expectations, aspirations,and information resources for students about college.The effects of these background variables are direct(Butler, 2005).


Highlights• These inequalities are summarized best by reviewing Cabera and

La Nasa three critical tasks underrepresented /low income/firstgeneration students must complete

• Using college choice theory and the framework of the three stages,Cabrera and La Nasa (2001) identified three tasks thatunderrepresented and underserved students must overcome if theyare to gain access to postsecondary education

• The three tasks are:a) Acquiring college qualificationsb) Graduating from high schoolc) Applying to college


Highlights• These inequalities are summarized best by reviewing Cabera and

La Nasa three critical tasks underrepresented /low income/firstgeneration students must complete

• Using college choice theory and the framework of the three stages,Cabrera and La Nasa (2001) identified three tasks thatunderrepresented and underserved students must overcome if theyare to gain access to postsecondary education

• The three tasks are:a) Acquiring college qualificationsb) Graduating from high schoolc) Applying to college

IV. Obstacles to and Inequalities of Access forUnderrepresented and First Generation studentsWhat obstacles do students face as they progress through the stages of

college choice models?Unequal educational expectations

• Educational aspirations and plans are important predictorsof college enrollment (Perna, 2000b)

• Parental encouragement is a pivotal force in the emergenceof occupational and educational aspirations

• Parental involvement or the lack thereof is an obstacle to access• Family/kinship involvement for lack thereof is an obstacle to access

IV. Obstacles to and Inequalities of Access forUnderrepresented and First Generation studentsWhat obstacles do students face as they progress through the stages of

college choice models?Unequal educational expectations

• Educational aspirations and plans are important predictorsof college enrollment (Perna, 2000b)

• Parental encouragement is a pivotal force in the emergenceof occupational and educational aspirations

• Parental involvement or the lack thereof is an obstacle to access• Family/kinship involvement for lack thereof is an obstacle to access

Obstacles to and Inequalities of Access forUnderrepresented and First Generation studentsWhat obstacles do students face as they progress through

the stages of college choice models?Unequal educational expectations

• The amount of support and encouragement that parentsgive to their children influences both their decision to enrollin postsecondary education and their actual postsecondaryenrollment behavior. (Perna,2000a)


the stages of college choice models?Unequal educational expectations

• The amount of support and encouragement that parentsgive to their children influences both their decision to enrollin postsecondary education and their actual postsecondaryenrollment behavior. (Perna,2000a)

First GenerationUnequal Education Expectations

•First-generation students are likely to enter collegewith less academic preparation, and to have limitedaccess to information about the college experience,either first hand or from relatives (Thayer, 2000)•Despite the assertion that first-generationstudents are at a disadvantage due to theirparents’ lack of knowledge about formaleducational systems and higher education, ourCIRP Freshman Survey trends show that bothfirst-generation and non-first generation studentsplaced similar importance on parentalencouragement for college. An increasingproportion of students over the last couple ofdecades have reported that a very important reasonwhy they went to college was because their parentswanted them to go.

UnderrepresentedUnequal Education Expectations

• Educational expectations are alsoaffected by High school counselors,teachers, and peers (Perna, 20001).

• Within the educational systemstudents face challenges based oneducator beliefs (Butler, 2005).

• Support or lack thereof fromcounselors and teachers may shapestudents’ actual postsecondaryeducation decisions

Unequal Education Expectations•First-generation students are likely to enter collegewith less academic preparation, and to have limitedaccess to information about the college experience,either first hand or from relatives (Thayer, 2000)•Despite the assertion that first-generationstudents are at a disadvantage due to theirparents’ lack of knowledge about formaleducational systems and higher education, ourCIRP Freshman Survey trends show that bothfirst-generation and non-first generation studentsplaced similar importance on parentalencouragement for college. An increasingproportion of students over the last couple ofdecades have reported that a very important reasonwhy they went to college was because their parentswanted them to go.

Unequal Education Expectations

• Educational expectations are alsoaffected by High school counselors,teachers, and peers (Perna, 20001).

• Within the educational systemstudents face challenges based oneducator beliefs (Butler, 2005).

• Support or lack thereof fromcounselors and teachers may shapestudents’ actual postsecondaryeducation decisions

First GenerationUnequal Education Expectations

Underrepresented

•First-generation students are often placedin vocational, technical, and/or remedialprograms which impede their progresstoward transferring to a four-year program,and receive poor counseling (Striplin,1999).•Academic preparation of Hispanics islacking: on average, Hispanic studentsscore lower on standardized college-admission tests, and require moreremedial English and mathematicscompared to white students (Schmidt,2003).

Unequal Education ExpectationsMartinez and Klopott (2003) report thatresearch in the relationship betweenteachers’ expectations and studentperformance indicate that teacher’sjudgments and expectations of students’ability clearly influences students .“Underrepresented students are providedless encouragement by teachers whomay harbor doubts about their abilities andthereby contribute to a self-fulfillingprophecy of underachievement.”

•First-generation students are often placedin vocational, technical, and/or remedialprograms which impede their progresstoward transferring to a four-year program,and receive poor counseling (Striplin,1999).•Academic preparation of Hispanics islacking: on average, Hispanic studentsscore lower on standardized college-admission tests, and require moreremedial English and mathematicscompared to white students (Schmidt,2003).

Unequal Education ExpectationsMartinez and Klopott (2003) report thatresearch in the relationship betweenteachers’ expectations and studentperformance indicate that teacher’sjudgments and expectations of students’ability clearly influences students .“Underrepresented students are providedless encouragement by teachers whomay harbor doubts about their abilities andthereby contribute to a self-fulfillingprophecy of underachievement.”


the stages of college choice models?Unequal academic qualifications

• Poor academic preparation is another obstacle for many students.• Students who secure college qualifications while in high school have

a higher chance of enrolling in college than those who do not


the stages of college choice models?Unequal academic qualifications

• Poor academic preparation is another obstacle for many students.• Students who secure college qualifications while in high school have

a higher chance of enrolling in college than those who do not

First Generation UnderrepresentedUnequal academic qualificationsAcademic preparation for college varies byparents’ education: 49 percent of 1992high school graduates whose parentsnever attended college were onlymarginally qualified or were not qualified toattend college when they finished highschool, compared to 33 percent ofstudents whose parents had some collegeeducation and 15 percent of those whohad at least one parent with a bachelor’sdegree (Choy, 2001).

Unequal academic qualifications•Black and Hispanic high school graduates areless likely to be well-prepared academically toattend a four- year college (NCES, 1997a)•Underrepresented students are more likely toattend crowded, inner-city public schools, wherethe quality of counseling is poor and students areneither adequately informed of theirpostsecondary options nor helped to achievetheir goals (NCES, 2001b).•Venezia, Kirst and Antonio (2002) found that“underrepresented students are especially likelyto be hampered by insufficient access to collegepreparatory courses, and a lack of early and highquality college counseling” (p.8).

Unequal academic qualificationsAcademic preparation for college varies byparents’ education: 49 percent of 1992high school graduates whose parentsnever attended college were onlymarginally qualified or were not qualified toattend college when they finished highschool, compared to 33 percent ofstudents whose parents had some collegeeducation and 15 percent of those whohad at least one parent with a bachelor’sdegree (Choy, 2001).

Unequal academic qualifications•Black and Hispanic high school graduates areless likely to be well-prepared academically toattend a four- year college (NCES, 1997a)•Underrepresented students are more likely toattend crowded, inner-city public schools, wherethe quality of counseling is poor and students areneither adequately informed of theirpostsecondary options nor helped to achievetheir goals (NCES, 2001b).•Venezia, Kirst and Antonio (2002) found that“underrepresented students are especially likelyto be hampered by insufficient access to collegepreparatory courses, and a lack of early and highquality college counseling” (p.8).


the stages of college choice models?Inequalities of information in the College Search Process• Research shows that students are particularly less likely to enroll in college

when their parents lack accurate information and knowledge about college(Perna, 2000a).

• “Parental education also conditions the extent to which parents areknowledgeable about college qualification criteria and financial strategies topay for college” (Cabrera & La Nasa, 2001, p 125).

• An informed public must understand the realities of college prices, financialaid and the range of postsecondary options (Price, 2002).


the stages of college choice models?Inequalities of information in the College Search Process• Research shows that students are particularly less likely to enroll in college

when their parents lack accurate information and knowledge about college(Perna, 2000a).

• “Parental education also conditions the extent to which parents areknowledgeable about college qualification criteria and financial strategies topay for college” (Cabrera & La Nasa, 2001, p 125).

• An informed public must understand the realities of college prices, financialaid and the range of postsecondary options (Price, 2002).

First Generation UnderrepresentedLack of College Knowledge•Low-income, minority, and first-generation students areespecially likely to lack specific types of “collegeknowledge.” They often do not understand the stepsnecessary to prepare for higher education which includeknowing about how to finance a college education, tocomplete basic admissions procedures, and to makeconnections between career goals and educationalrequirements (Vargas, 2004).•Students whose parents had not attended collegereceived less help from their parentsin applying to college, and were not more likely to receivehelp from their schools. (Choy, 2001)•Low income, African American, and Latino families areless informed about financial aid: they tend tooverestimate the cost of tuition and underestimateavailable aid (A shared Agenda, 2004).

Lack of College Knowledge•Access to information about college varies byclass more than by race (NCES, 1998; Terenziniet. al, 2001).•For three decades, socioeconomic factors havealso impacted students’ access to informationabout college (Terenzini et al.).•Lowest SES students had few informationsources that upper-level students and alsorelied on high school counselors as the single-most likely source of information about college(Cabrera & LaNasa, 2001)•Many families misunderstand the costsassociated with attending postsecondaryeducation and many students are unsure aboutapplication requirements and financial aidoptions (LUMINA Foundation, 2003).

Lack of College Knowledge•Low-income, minority, and first-generation students areespecially likely to lack specific types of “collegeknowledge.” They often do not understand the stepsnecessary to prepare for higher education which includeknowing about how to finance a college education, tocomplete basic admissions procedures, and to makeconnections between career goals and educationalrequirements (Vargas, 2004).•Students whose parents had not attended collegereceived less help from their parentsin applying to college, and were not more likely to receivehelp from their schools. (Choy, 2001)•Low income, African American, and Latino families areless informed about financial aid: they tend tooverestimate the cost of tuition and underestimateavailable aid (A shared Agenda, 2004).

Lack of College Knowledge•Access to information about college varies byclass more than by race (NCES, 1998; Terenziniet. al, 2001).•For three decades, socioeconomic factors havealso impacted students’ access to informationabout college (Terenzini et al.).•Lowest SES students had few informationsources that upper-level students and alsorelied on high school counselors as the single-most likely source of information about college(Cabrera & LaNasa, 2001)•Many families misunderstand the costsassociated with attending postsecondaryeducation and many students are unsure aboutapplication requirements and financial aidoptions (LUMINA Foundation, 2003).


the stages of college choice models?Inadequate financial assistance

• Another obstacle to access is inadequate financialassistance. Who pays for college and what is affordableare specific concerns of underrepresented students


the stages of college choice models?Inadequate financial assistance

• Another obstacle to access is inadequate financialassistance. Who pays for college and what is affordableare specific concerns of underrepresented students

First Generation

• Black and Hispanic students and their parentsare more likely to be concerned aboutaffordability than their Asian or Whitecounterparts (NCES, 1997a). Freeman (1997)reported that for African American students, “Theissue of lack of money to attend college was alsoa concern expressed by students across citiesand school types” (p.536).

UnderrepresentedInadequate Financial AssistanceInadequate Financial Assistance

An Advisory Committee on StudentFinancial Assistance estimated that fourmillion college qualified students fromlow and moderate income families wouldbe denied access to four year colleges inthe first decade of the 21st centurybecause remaining costs of college afterloans and grants would be higher thanthe students could afford (St. John,Musoba, Simmons & Chung, 2002).

• Black and Hispanic students and their parentsare more likely to be concerned aboutaffordability than their Asian or Whitecounterparts (NCES, 1997a). Freeman (1997)reported that for African American students, “Theissue of lack of money to attend college was alsoa concern expressed by students across citiesand school types” (p.536).

Inadequate Financial AssistanceAn Advisory Committee on StudentFinancial Assistance estimated that fourmillion college qualified students fromlow and moderate income families wouldbe denied access to four year colleges inthe first decade of the 21st centurybecause remaining costs of college afterloans and grants would be higher thanthe students could afford (St. John,Musoba, Simmons & Chung, 2002).


the stages of college choice models?

Summary• In summary, SES, race and ethnicity, academic

preparation, educational expectations, the lack ofinformation about college and the amount of financialassistance available affect the postsecondaryattendance plans of underrepresented students.


the stages of college choice models?

Summary• In summary, SES, race and ethnicity, academic

preparation, educational expectations, the lack ofinformation about college and the amount of financialassistance available affect the postsecondaryattendance plans of underrepresented students.

ConclusionSolutions to Access

• Thus far, this workshop has suggested that certain groups like low-incomestudents and underrepresented students have difficulty completing highschool and going to college.

• However, in reviewing the literature many solutions emerged to improveaccess to higher education, especially for underrepresented groups.


• Thus far, this workshop has suggested that certain groups like low-incomestudents and underrepresented students have difficulty completing highschool and going to college.

• However, in reviewing the literature many solutions emerged to improveaccess to higher education, especially for underrepresented groups.


THIS IS NOT A CONCLUSIVE LIST!!!!!!

• There are many solutions to improve access for Underrepresentedand First Generation students

Some Suggestions• Increase Educational Expectations, Improve Academic Preparation,

Improve College Knowledge ,Improve Social Supports, Increase FinancialAssistance

• Early Intervention Programs (I have A Dream, GEAR UP.etc)• High School Dual Enrollment Programs (College Now, Running Start,)• Personal Commitment


THIS IS NOT A CONCLUSIVE LIST!!!!!!

• There are many solutions to improve access for Underrepresentedand First Generation students

Some Suggestions• Increase Educational Expectations, Improve Academic Preparation,

Improve College Knowledge ,Improve Social Supports, Increase FinancialAssistance

• Early Intervention Programs (I have A Dream, GEAR UP.etc)• High School Dual Enrollment Programs (College Now, Running Start,)• Personal Commitment

References

• Cabrera, A.F & La Nasa, S.M. (2001). On the path to college: Three criticaltasks facing America’s disadvantaged. Research in Higher Education, 42(2) 119-148.

• Cabrera, A.F., Prabhu, R., Deil-Amen, R., Terenzini, P.T., Lee, C. & Franklin,R.E. (Eds.). (2003). Paper presented at the 2003 ASHE meeting:Increasing the college preparedness of at-risk students, Portland, Or.

• Cabrera, A.F.,Burkum, K.R. & La Nasa, S.M. (2003). Pathways to a fouryear degree: Determinants of transfer & degree completion amongsocioeconomically disadvantaged students. In A. Seidman (Ed.) Collegestudent retention: A formula for student success. (pp.161). ACE/Praegerseries on Higher Education.

References

• Cabrera, A.F & La Nasa, S.M. (2001). On the path to college: Three criticaltasks facing America’s disadvantaged. Research in Higher Education, 42(2) 119-148.

• Cabrera, A.F., Prabhu, R., Deil-Amen, R., Terenzini, P.T., Lee, C. & Franklin,R.E. (Eds.). (2003). Paper presented at the 2003 ASHE meeting:Increasing the college preparedness of at-risk students, Portland, Or.

• Cabrera, A.F.,Burkum, K.R. & La Nasa, S.M. (2003). Pathways to a fouryear degree: Determinants of transfer & degree completion amongsocioeconomically disadvantaged students. In A. Seidman (Ed.) Collegestudent retention: A formula for student success. (pp.161). ACE/Praegerseries on Higher Education.

References

• Education Commission of the States. (2001). PostsecondaryOptions:dual/concurrent enrollment.

• Freeman, K. (1997). Increasing African Americans participation in highereducation. Journal of higher education, 68, 523-550

• Higher Education Research Institute. (2007). First in my Family: A Profile ofFirst Generation College Students

• Hossler, D., Schmit, J., & Vesper, N. (1999). Going to College. Baltimore,MD: Johns Hopkins University Press

• Kezar, A. (2000a). Access to higher education. ERIC Review, 8 (1) 2-3• Kezar, A. (2000). Does it work? Research on early intervention. ERIC

Review, 8 (1) 9-12.

References

• Education Commission of the States. (2001). PostsecondaryOptions:dual/concurrent enrollment.

• Freeman, K. (1997). Increasing African Americans participation in highereducation. Journal of higher education, 68, 523-550

• Higher Education Research Institute. (2007). First in my Family: A Profile ofFirst Generation College Students

• Hossler, D., Schmit, J., & Vesper, N. (1999). Going to College. Baltimore,MD: Johns Hopkins University Press

• Kezar, A. (2000a). Access to higher education. ERIC Review, 8 (1) 2-3• Kezar, A. (2000). Does it work? Research on early intervention. ERIC

Review, 8 (1) 9-12.

References

• Kirst, M.W. & Venezia, A. (2004). From high school to college: Improvingopportunities for success in postsecondary San Francisco, CA JosseyBass

• Kuh,G.D.,Kinzie,J.,Buckley, J.A. &Bridges, B.,(2006). What Matters toStudent Success: A Review of the literature. NPEC

• LUMINA Foundation (2003). Restricted access. Lumina Foundation forEducation New Agenda series. Indianapolis, In.

• Martinez, M. & Klopott, S (2003). Improving college access for minority,low-income, and first generation students. Pathway to College Network.Boston, Ma.

• McDonough, P (2004). The school to college transition: Challenges andProspects American Council on Education: Center: for Policy Analysis.

References

• Kirst, M.W. & Venezia, A. (2004). From high school to college: Improvingopportunities for success in postsecondary San Francisco, CA JosseyBass

• Kuh,G.D.,Kinzie,J.,Buckley, J.A. &Bridges, B.,(2006). What Matters toStudent Success: A Review of the literature. NPEC

• LUMINA Foundation (2003). Restricted access. Lumina Foundation forEducation New Agenda series. Indianapolis, In.

• Martinez, M. & Klopott, S (2003). Improving college access for minority,low-income, and first generation students. Pathway to College Network.Boston, Ma.

• McDonough, P (2004). The school to college transition: Challenges andProspects American Council on Education: Center: for Policy Analysis.

References

• McDonough, P. (1997). Choosing Colleges: How social class and Howsocial class and schools structure opportunity Albany. N.Y. StateUniversity of New York Press.

• National Center for Education Statistics (1996), National educationlongitudinal study: 1988-1994, Descriptive summary reportWashington, D.C.:U.S, Department of Education.

• National Center for Education Statistics (1997), Confronting the Odds;students at risk and the pipeline to higher education, Washington, D.C.:U.S. Department of Education.

• National Center for Education Statistics (1997) Access to postsecondaryeducation fro the 1992 high school graduates. Washington, D.C.,U.S.Department of Education.

References

• McDonough, P. (1997). Choosing Colleges: How social class and Howsocial class and schools structure opportunity Albany. N.Y. StateUniversity of New York Press.

• National Center for Education Statistics (1996), National educationlongitudinal study: 1988-1994, Descriptive summary reportWashington, D.C.:U.S, Department of Education.

• National Center for Education Statistics (1997), Confronting the Odds;students at risk and the pipeline to higher education, Washington, D.C.:U.S. Department of Education.

• National Center for Education Statistics (1997) Access to postsecondaryeducation fro the 1992 high school graduates. Washington, D.C.,U.S.Department of Education.

References

• National Center for Education Statistics (1998). Choosing A Post SecondaryInstitution, Washington, D.C.: U.S. Department of Education.

• National Center for Education Statistics (1998). First-Generation Students:Undergraduates whose Parents Never Enrolled in PostsecondaryEducation., Washington, D.C.: U.S. Department of Education.

• National Center for Education Statistics (2001), Educational Achievement inblack-White Inequality, Washington , D.C.: U.S. Department of Education.

• Ogbu, J. (2003). Black American students in an affluent suburb. Mahwah,NJ: Earlbaum Associates.

• Perna, L.W. (2000). Promoting college enrollment through earlyintervention. ERIC Review, 8 (1) 4-8.

References

• National Center for Education Statistics (1998). Choosing A Post SecondaryInstitution, Washington, D.C.: U.S. Department of Education.

• National Center for Education Statistics (1998). First-Generation Students:Undergraduates whose Parents Never Enrolled in PostsecondaryEducation., Washington, D.C.: U.S. Department of Education.

• National Center for Education Statistics (2001), Educational Achievement inblack-White Inequality, Washington , D.C.: U.S. Department of Education.

• Ogbu, J. (2003). Black American students in an affluent suburb. Mahwah,NJ: Earlbaum Associates.

• Perna, L.W. (2000). Promoting college enrollment through earlyintervention. ERIC Review, 8 (1) 4-8.

References

• Perna, L.W. (2000). Differences in the decision to attend college amongAfrican American, Hispanics and Whites. The Journal of Higher Education,71 (2), 117-141

• Price, D.V. (2002). What we know about access and success inpostsecondary education. Lumina Foundation for Education, Indianapolis,In.

• Roscigno, V.J. (1998).Race and the reproduction of educationaldisadvantage. Social forces, 76 (3), 1033-1061.

• St. John, E.P., Chung, C.G. Musoba, G.D., Simmons, A.B, & Wooden, O.S.& Medndez, J.P, (2204. Expanding college access: The impact of statefinance strategies. Lumina Foundation for Education New Agenda Series.

References

• Perna, L.W. (2000). Differences in the decision to attend college amongAfrican American, Hispanics and Whites. The Journal of Higher Education,71 (2), 117-141

• Price, D.V. (2002). What we know about access and success inpostsecondary education. Lumina Foundation for Education, Indianapolis,In.

• Roscigno, V.J. (1998).Race and the reproduction of educationaldisadvantage. Social forces, 76 (3), 1033-1061.

• St. John, E.P., Chung, C.G. Musoba, G.D., Simmons, A.B, & Wooden, O.S.& Medndez, J.P, (2204. Expanding college access: The impact of statefinance strategies. Lumina Foundation for Education New Agenda Series.

References

• Venezia, A., Kirst, M.W., & Antonio, A.L. (2003). Betraying the collegedream: How disconnected K-12 and postsecondary education systemsundermine student aspirations. Stanford University Bridge Project.

References

• Venezia, A., Kirst, M.W., & Antonio, A.L. (2003). Betraying the collegedream: How disconnected K-12 and postsecondary education systemsundermine student aspirations. Stanford University Bridge Project.

From here to there for first gen overcoming

Education

Transcript of From here to there for first gen overcoming