The Diverse Needs of Urban Students and Their Personal Connections to a College Readiness Program

• In Event: Breaking the Mold of Tradition: A Broader View of Diversity

Abstract

Objectives or purposes
The National Center for Education Statistics (NCES, 2007) reported that although there has been a growth in postsecondary enrollment, the disparities in education continue exist. Specifically, students who are of low socioeconomic status (SES), are African American, or Hispanic tend to be left out of postsecondary options. The NCES (2006) also reported that of all twelfth graders, 70 percent go on to postsecondary education. Contrastingly, however, urban African Americans, Hispanics, and low SES students are underrepresented in colleges and universities across the country.

Perspective(s) or theoretical framework
The consequences of not obtaining a Bachelor’s degree are noted by Couturier and Cunningham (2006). The authors stated that individuals with a college degree tend to have higher wages, better working conditions, have more employments benefits, and an overall improved quality of life. Additionally, Haycock and Huang (2001) asserted that while jobs are growing for individuals with postsecondary training, the market for those with only a high school diploma has declined. Given the stark inequities and consequences that are related to postsecondary access and attainment, this study sought to examine the experiences of urban ninth graders in a college readiness program.

Methods, techniques, or modes of inquiry
Polkinghorne (1989) suggested that 5 to 25 individuals who have experienced a phenomenon should be interviewed when conducting phenomenological research studies. Therefore, the inclusion of 10 participants in this study seemed adequate.

Data sources
After informed consent and assent forms were collected, the interview guide approach (Patton, 2002) was used to gather participants’ experiences of being in the after school GEAR UP program. Patton (2002) noted that the interview guide approach is systematic in nature, allows for data to be collected from multiple individuals, and provides for follow-up questions related to the area of focus. The participants were informed that their interviews were going to be recorded and were confidential.

Results
Through phenomenological data analysis the following themes emerged: (a) navigating the college system; (b) expansion of career options; (c) counseling relationship; (d) personal insight; (e) future orientation

Scientific or scholarly significance of the study or work
The findings from this study further substantiate previous research that have examined the educational and career planning of urban underrepresented youth. For example, Finn and Rock (1997) noted that urban minority youth who are involved with extracurricular activities and involved in school are buffered against risk factors. Similarly, participants in this study shared how the program was keeping them off of the streets and away from negative peer situations. Further, in their study, Kenny et al, (2003) reported the linkage between students who perceived fewer barriers to achievement reported with more positive attitudes toward future careers. This study also revealed participant’s experiences of participating in an after school program and their discovery of career options and the college planning process.

Author

• Sejal Parikh, North Carolina State University