Assessing the College-Going Cultural Capital of Urban High School Seniors in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)

• In Event: Roundtable Session 9
  In Roundtable Session: Urban Secondary Student Cultural Capital, Socioeconomic Status, Preparedness, and Career Goals

Abstract

To combat the college readiness inequity many underprivileged students face, countless urban high school reform efforts focusing on college preparedness have taken root. Using a cultural capital lens, this study implemented a mixed methods evaluative case study approach to assess the college-going cultural capital of students who were actively involved in the program, as compared to those who were not. Both similar and differing perspectives about the program in general, and regarding academic and non-academic programmatic benefits were recognized between active and passive cases. From student responses, distinct differences in program impact emerged between the two cases. Additionally, active participants demonstrated higher high school academic and non-academic outcomes and enrolled in college at a greater rate, supporting qualitative findings.

Authors

• Christine M Knaggs, Lourdes University

• Toni A. Sondergeld, Bowling Green State University

• John M. Fischer, Bowling Green State University

• Jeffrey Griffith, Waite High School