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Running Head: IMPACT OF UPWARD BOUND 1
THE IMPACT OF UPWARD BOUND ON FIRST GENERATION COLLEGE
STUDENTS IN THE FRESHMAN YEAR OF COLLEGE
by
Elizabeth Pringle-Hornsby
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
in Partial Fulfillment of the
Requirements for the Degree,
DOCTOR OF EDUCATION
May 2013
Copyright 2013 Elizabeth Pringle-Hornsby
Object Description
| Title | The impact of Upward bound on first generation college students in the freshman year of college |
| Author | Pringle-Hornsby, Elizabeth |
| Author email | pringleh@usc.edu;ephornsby@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-11-06 |
| Date submitted | 2013-01-29 |
| Date approved | 2013-01-30 |
| Restricted until | 2013-01-30 |
| Date published | 2013-01-30 |
| Advisor (committee chair) | Garcia , Pedro |
| Advisor (committee member) |
Green, Alan Fischer, Linda Baca, Reynaldo |
| Abstract | The purpose of this study was to identify the factors that contribute to the adjustment, sense of belonging and retention of low income first generation students in the first year of college. In this study I focused on students who completed a college preparation program, Upward Bound at the University of Southern California. Upward Bound, a TRIO program is aimed at assisting first generation students with entry into college with the ultimate goal of completion and earning a degree. ❧ Minority and first generation college students are highly motivated to attend college in most instances however, this particular group faces many challenges such as inadequate social and academic preparation and integration (Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996; Thayer, 2000), insufficient academic achievement, (Horn & Nunez, 2000); lack of family support (London, 1992, Choy, 2002), lack of access to opportunities that lead to college entry and limited finances. All of these challenges have major impacts on minority student access, entry, retention and ultimately degree attainment in higher education institutions. College preparation programs, such as Upward Bound provides students with structured activities and supports to prepare them for entry into college. ❧ This study will contribute to the existing knowledge on student entry, retention and graduation; however will primarily focus on the perspective of the student. ❧ In this study I explored the following two research questions: 1. What are the components of the USC Upward Bound program that have contributed to the achievement, sense of belonging , and retention of low income first generation students in the first year of college? 2. What factors have an impact on low income first generation students’ sense of belonging and retention in the first year of college? ❧ Individual interviews were conducted with three African American students who participated in Upward Bound for the entire four years of the program. All three students were enrolled in college, and involved in extracurricular activities. The findings from the study revealed that the program had an impact on the student’s entry and adjustment into college in the freshman year. ❧ Participation in Upward Bound exposed the students to various aspects of the college-going experience such as the Summer Bridge program, college tours and Saturday Academy. Student involvement in extracurricular activities, family and peers were also factors that impacted the student’s adjustment into college. |
| Keyword | Upward bound; first generation; college preparation programs; freshman experience |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Pringle-Hornsby, Elizabeth |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume6/etd-PringleHor-1416.pdf |
Description
| Title | Page 1 |
| Full text | Running Head: IMPACT OF UPWARD BOUND 1 THE IMPACT OF UPWARD BOUND ON FIRST GENERATION COLLEGE STUDENTS IN THE FRESHMAN YEAR OF COLLEGE by Elizabeth Pringle-Hornsby A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA in Partial Fulfillment of the Requirements for the Degree, DOCTOR OF EDUCATION May 2013 Copyright 2013 Elizabeth Pringle-Hornsby |
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