Augmented Capital as a Conduit for Positioning Low-Income Urban High School Students to Achieve Postsecondary Access and Success

• In Event: 26.081 - Poster Session 3
  In Poster Session: 26.081-5 - College Student Access Poster Session

Abstract

It is well known that students’ pathways to college are influenced by the characteristics, structure, and social resources within their high school and community context. Using Coleman’s (1988) social capital as a theoretical framework, the researchers examined how low-income urban high students participation in a major university’s after-school college and career awareness program impacted students’ attitudes, behaviors, perceptions, and self-concept regarding postsecondary access and success. The findings suggest that early and meaningful exposure to the college environment, supportive school and university personnel, creating a communal environment among students, and increased social capital will position low-income urban students to achieve postsecondary access and success.

Authors

• Diane Alice Marie Archer-Banks, Educational Access Institute

• Janise Shante Parker, University of Florida

• Diana Negron, Santa Fe College

• Martinet Maye, Educational Access Institute, Inc.

• Rose Pringle, University of Florida