Close
About
FAQ
Home
Collections
Login
USC Login
Register
0
Selected
Invert selection
Deselect all
Deselect all
Click here to refresh results
Click here to refresh results
USC
/
Digital Library
/
University of Southern California Dissertations and Theses
/
The impact of Upward bound on first generation college students in the freshman year of college
(USC Thesis Other)
The impact of Upward bound on first generation college students in the freshman year of college
PDF
Download
Share
Open document
Flip pages
Contact Us
Contact Us
Copy asset link
Request this asset
Transcript (if available)
Content
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
IMPACT OF UPWARD BOUND 2
Dedication
This dissertation is dedicated to the memory of my mother, Mrs. Leartine Pringle.
Though “Momma” was unable to be with me in the flesh, I know she has been with me in
spirit throughout this entire process and rejoices with me as I complete one of my highest
educational goals. Though I did not always express it, I appreciate her unconditional love
and support shown throughout the years. To my husband, Kenneth and two sons
Nicholas and Avery, thank you for the love, patience and support shown during this
process. I could not have been successful in this process without your unconditional
love, many sacrifices and support shown. Thank you as well to my many family and
friends who encouraged and support me throughout this process.
IMPACT OF UPWARD BOUND 3
Acknowledgements
My sincere gratitude is extended to all of my family, friends and colleagues who
have contributed to the completion of my dissertation. Whether through a kind word,
gesture, suggestion or willingness to read one of my many drafts, all were most
appreciated.
This process would be nothing without the support of my dissertation committee.
As a result of many life challenges, I had the privilege of working with three dissertation
chairs over the life of this dissertation process. Many thanks to Dr. Alex Jun for accepting
me as a member of the thematic group, “Pipelines, Pathways, and Partnerships: Linking
K-12, Community, and University Intervention Strategies” and providing me with a great
start to this process. Thanks to Dr. Reynaldo Baca for stepping in and serving as my
dissertation chair when Dr. Jung was no longer able to do so. Many thanks to Dr. Baca
for supporting me through the proposal process. With the unexpected illness and
hospitalization of Dr. Baca, I thank Dr. Pedro Garcia (my second committee member) for
stepping in to serve as my final dissertation chair and seeing me through the final edits
and defense. I also thank Dr. Alan Green for stepping in to serve as my second committee
member with no hesitation. Last, but definitely not least, I sincerely thank Dr. Linda
Fisher, my third committee member for supporting me throughout this entire process. I
appreciate all of the guidance, support, encouragement and kind words extended
throughout this process. Your guidance and support were most appreciated and meant
more than words can ever express.
To my study group, “No Excuses”, thank you for allowing me to join you and
develop friendships and a much needed support system to see me through this process. I
IMPACT OF UPWARD BOUND 4
am forever grateful for the late night study sessions, the laughs, the tears, the challenges
and the individual success experienced by each of us. Thank you for all of the care and
concern shown throughout the years.
It truly takes a village. Thanks again to all of the members of my village who
lifted and encouraged me to succeed.
IMPACT OF UPWARD BOUND 5
Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 7
Abstract 8
Chapter One: Introduction 10
Background of the Problem 12
Freshman Experience 14
First Generation Student Experience 15
Student Enrollment 16
College Preparation Programs 18
Statement of the Problem 20
Student Challenges 20
Program Effectiveness 20
Student Involvement 21
Purpose of the Study 22
Significance of the Study 23
Limitations 24
Organization of the Study 24
Chapter Two: Literature Review 26
First Generation College Students 28
Trends of the Higher Education Act 32
College Preparation Programs 35
Upward Bound: Program Outcomes 38
The Interrelationship between Student Persistence and Retention 42
Theoretical Framework 45
Student Involvement 50
Program, Institutional and Social Supports 52
Sense of Belonging 54
Summary 56
Chapter Three: Methodology 58
Subject Selection 63
Data Collection Plan 63
Proposed Data Analysis 64
Validity and Reliability 65
Study Limitations 65
Ethical Considerations 66
Background of Researcher 67
Conclusion 68
IMPACT OF UPWARD BOUND 6
Chapter Four: Results 69
Participant Demographics 69
Research Question One Results 75
The Impact of the Upward Bound Program on the Students 76
Mentoring and Advising 83
Transition into the University Experience 87
Research Question Two Results 92
Family 93
Peer Group 96
Summary 100
Chapter Five: Findings 104
Discussion of Findings 106
Limitations 110
Implications for Practice 111
Future Research 113
Conclusion 115
References 117
Appendices
Appendix A: Informed Consent/Cover Letter 122
Appendix B: Biographical Description 123
Appendix C: Individual Student Interviews 125
Appendix D: Informal Staff Interview 127
Appendix E: Freshman Year College Survey 128
IMPACT OF UPWARD BOUND 7
List of Tables
Table 1.1: 2003-2004-Type of Institution Attended by Students Entering
Postsecondary Education 17
Table 4.1: Demographics of Study Participants 70
IMPACT OF UPWARD BOUND 8
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?
IMPACT OF UPWARD BOUND 9
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.
IMPACT OF UPWARD BOUND 10
Chapter One: Introduction
It is not uncommon for many students to think beyond high school and aspire to
attend the college of their choice, be it a community college, a two or four year public or
private institution. Whether considering this as an option or not, many students are
pressured, encouraged, and even required as early as preschool to begin the journey of
considering, “what do you want to be when you grow up?” Their responses may vary
from professions such as a doctor, lawyer, dentist, pediatrician, veterinarian, or teacher,
all professions which require degrees. On the other hand, others may aspire to be a police
officer, plumber, professional athlete, hair stylists, singer, actor or fireman- professions
which do not require academic degrees. Regardless of one’s interest in pursuing a degree
or not, we live in a society where greater value is placed on those who have degrees than
those who do not.
For many minorities, first generation students, and their families obtaining a
college degree creates better opportunities for employment and increased financial
stability which potentially contributes to the financial stability of the family. In 1995 the
George H. Gallup International Institute, in conjunction with the College Board
sponsored a study to learn more about the factors that increase the chances of seniors
attending college (King, 1996). The factors examined in this study included: personal
background, high school characteristics, family and personal expectations, high school
coursework, financial concerns, academic achievement and college counseling. The study
found that all of these factors along with socioeconomic status and educational goals
were critical areas to consider for students attending college (King, 1996).
IMPACT OF UPWARD BOUND 11
According to the National Center for Higher Education Management Systems
(NCHEMS, 2006), there were 3,108,005 public high school graduates nationwide of
which 61.6 % of these students entered college directly from high school. In 2006, of
the 377,056 students who graduated from public high schools in the state of California,
55.8 % of students entered college directly from high school. In comparison to other
states, California was rated low in awarding college certificates and degrees (Measuring
Up 2008). However, students enrolled in California colleges do obtain a bachelor’s
degree in a timely manner. In addition, Measuring Up reported that 82 % of freshmen at
public and private four-year institutions return for their sophomore year, and 62 % of
students entering college complete a bachelor’s degree within six years (2008). When
examining graduation rates of minority students, Higher Education, Org (2008) found
that the graduation rate for White students was 66 % of White in comparison minority
students which reflected a rate of 46% for Black graduates and 53 % for Hispanic
graduates to complete within a six year period.
In many cases, minority and first generation college students are highly motivated
to attend college. 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 (Choy, 2002; London, 1992), 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. Unlike non first generation students whose
parents were college graduates, first generation students generally had lower grade point
IMPACT OF UPWARD BOUND 12
averages and were least likely to take college entrance examinations (Warburton &
Carroll, 2002). Choy, Horn, Nunez and Chen (2002) identified five steps that are required
for students to complete the entire college pathway; (1) demonstrate early interest in
obtaining a college degree, (2) maintain a minimal level of academic standards, (3) take
required entrance exams, ACT/SAT, (4) apply to a college-four year and (5) receive offer
for admission, accept and enroll into a college program.
Due to the numerous challenges confronted by minorities, college preparation
programs were established to assist minority and first generation students in achieving the
American dream of obtaining a college degree. The College Board in collaboration with
the Education Resources Research (TERI) and the National Survey of Outreach Programs
surveyed on the various types of college preparation programs and received responses
from over one thousand college preparation programs. The survey responses and
programs were varied.
In this chapter I will provide information on the background of the problem,
statement of the problem, purpose of this study, the limitations of this study, research
questions, the importance of study and finally a list of terms that are referenced in this
research.
Background of the Problem
This section of the study will focus on four areas that have been identified as
areas for consideration when working with first generation college students; 1)
experiences of students in their freshman year of college, 2) student dropout rates, 3) the
institutional systems and programs designed to prepare, support and retain students in
college and lastly 4) the impact of student involvement on a student’s sense of belonging
IMPACT OF UPWARD BOUND 13
in the first year of college. For many students the thought of venturing off to college can
be a mixture of emotions and experiences in the first year from excitement, to
intimidation, to loneliness as they adjust to the first year of college. An educational
experience that leads to the successful completion and awarding of a degree is one of the
ideal American dreams, however for some students this dream may not be realized due to
the need to drop out of school. The need to drop out occurs for many reasons, be it due to
limited finances, family obligations, health complications or even lack of connection with
the college or university.
Tinto (1986) identifies several perspectives, such as economic, organizational,
and sociological as factors that may impact student departure. These perspectives will be
reviewed later in the study. Student involvement and connection with peers and other
student groups may also affect a student's sense of belonging and overall satisfaction with
their college experience. Since the early 1960's various college preparation programs
have been developed to assist underrepresented students in gaining access and
opportunities to attend and succeed in college as students whose parents went to college.
Subsequently, the role of college preparation programs becomes a critical factor in
preparing, supporting and assisting students in understanding and developing a sense of
belonging in their first year of college. Research has found that a student’s sense of
belonging is an important factor for a student integration and academic motivation
(Freeman, Anderman & Jensen, 2007). For this study, this researcher sees all four areas
as important factors and will further review these areas later in the study.
IMPACT OF UPWARD BOUND 14
Freshman Experience. The American college has come a long way from the
original intent of serving white, Christian, males (Upcraft & Gardner, 1989). Dwyer
(1989), reports that in the English language the term, “freshman", was presented in the
1500's and was” used to describe a newcomer or a novice in any field of endeavor"
(p.26). The term eventually was integrated into the American culture and has
remained for the last four hundred years (Dwyer, 1989). From the onset, freshman were
subject to the scrutiny of their professors and peers which impacted their overall sense of
belonging in the first year of college (Dwyer, 1989). Many generations removed from
this original intent, American institutions now serves a diverse student body that comes
from a variety of ethnical, religious, cultural, and socioeconomic backgrounds.
It is not uncommon for newly admitted students to experience challenges with
adjustment in their academic, social and cultural integration into college. This lack of
adjustment may present itself in a number of ways such as social isolation, decrease in
grades, low self-esteem, and depression. For some students, the lack of a sense of
belonging may ultimately lead to the student leaving the program whether by drop out,
push out or withdrawal. Freshman students often experience, feelings of alienation and
isolation, homesickness, loneliness and anxiety from being separated from home and the
problems adjusting to campus or living arrangements. Unfortunately, in some instances,
these challenges may result in students leaving the program whether by drop out or
withdrawal.
Upcraft and Gardner (1989) espouses that in order to ensure student success,
colleges and universities must have a clearer definition, create opportunities and
demonstrate a commitment to student success. In recognition of the challenges
IMPACT OF UPWARD BOUND 15
experienced by many freshmen in their first year of college, many colleges and
universities have implemented courses and seminars to assist students in adjusting
academically, socially, personally to the campus environment to ensure their success.
First Generation Student Experience. First generation college students are at a
disadvantage when considering college as an option for further educational attainment
towards meeting their education and career goals. Unlike students whose parents attended
college, first generation college students are considered to be disadvantaged in
comparison to students whose parents have had significant experience with a college or
university setting (Billson & Terry, 1982, Thayer, 2000, NCES 2001). This disadvantage
is demonstrated by limited college knowledge, the lack of family or friends to assist in
imparting learned knowledge and experiences or limited if any, high school exposure to
information that educates, prepares or helps them to understand the college entry and
preparation process. In addition, financial limitations means students and their families
often lack the financial knowledge to seek additional support and assistance. For these
reasons and various others that will not be addressed in this study, college preparation
programs were established to prepare low income first generation students to enter
college and be successful in obtaining a college degree. For many low income first
generation or underrepresented students, college preparation programs have become a
means to meeting this goal.
Bryde and Milburn (1990) found the first few weeks of the college experience to
be the most challenging for incoming freshmen. Their initial experiences often determine
if they will leave or stay (Mitigany, 1985). First generation students tend to have greater
difficulty finding the motivation to attend college, applying to postsecondary institutions
IMPACT OF UPWARD BOUND 16
(NCES 2001) and completing the needed academic preparation and testing. A review of
the literature found four recurring causes of student attrition: uncertainty about what to
expect from college and its rewards, financial difficulties, academically under prepared
and problems with transitions (Hensley & Kinser, 2001, Lords, 2000). Based on
previous research, students from low income first generation backgrounds are less likely
to enroll in postsecondary education and less likely to persist through graduation (Blanc,
Debuhr & Martin, 1983, Thayer, 2000, Tinto, 1988). Bui (2002) examined the
background characteristics of first generation students, their reason for pursuing higher
education, and their first year experiences. The study found that first generation students
are more likely to come from lower socioeconomic backgrounds and report that they are
pursuing higher education to help out their families financially, and worry about financial
support for college (Bui, 2002).
Student Enrollment. Though the access to higher education for first generation
students has improved, there are still gaps in first generation student attendance in
comparison to non-first generation students. (Refer to Table 1-: 2003-2004-Type of
Institution Attended by Students Entering Postsecondary Education.) The number of first
generation students who entered college in 2003 was greater than non-first generation
college students.
IMPACT OF UPWARD BOUND 17
Table 1.1
2003-2004-Type of Institution Attended by Students Entering Postsecondary Education
Public Two-
Year
Public
Four-Year
Private
Four-Year
For-
Profit
Other
More
Than One
Institution
Low-Income,
First generation
52% 13% 6% 21% 2% 5%
Low-Income or
First generation
Only
53 21 10 10 1 6
Not Low-Income
and Not First
generation
35 35 19 4 1 6
(U.S. Department of Education Institute of Education Sciences NCES 2005)
Multiple researchers have studied student enrollment, however one of the studies
of most significance to my study are the findings of Brawer (1996) which found that 50%
of freshman enrolled in colleges or universities, drop out before completing their
programs. Glass and Garrett (1995) identified the freshman year as the critical time for
working with students who need assistance. Research has shown that first generation
college students tend to be students from minority groups such as Hispanic and African
American (Lee, 2006). Further research on first generation students showed that first
generation students were less likely than their non-first generation counterparts to have
completed their postsecondary education within 5 years. This negative trend was
especially evident for students who began at 4-year public and private, not-for-profit
institutions (Nuñez & Cuccaro-Alamin 1998, Chen, 2005).
Although enrollment of minority students in higher education has increased, their
completion rates are still not consistent with non-minority students. According to the
National Center for Education Statistic, the %age of minority college students has
increased over the last thirty years. In 2007, there were 32 % of minorities attending
IMPACT OF UPWARD BOUND 18
college in comparison to 1976 with 15 %. This increase has mostly been in the
enrollment of Hispanic (4% to 11 %) and Asian or Pacific Islander students, (2% to 7%).
For black students the percentage raised from 9 % in 1976 to 13 % in 2007 (NCES,
2009).
College Preparation Programs. Since the early 1960’s various college
preparation programs have been developed to assist underrepresented students to have the
same access and opportunities to attend and succeed in college as traditional
students. There are thousands of college preparation programs across the United
States. In 2001, the College Board released the results of The National Survey for
Outreach Programs (NSOP). The survey was designed to provide more specific
information about the various types of college preparation programs and to assist
practitioners, researchers, and policy makers in gaining a clearer understanding of the
programs that currently serve students. Precollege programs across the nation were
invited to participate in the survey. A total of 1,110 programs across the nation
participated in the study, of which 465 were federal programs, such as Upward Bound,
Talent Search and GEAR-UP (Swail & Perna 2001).
The survey results revealed that most programs do not follow a template or
model, and there was no complete uniformity and consistency amongst programs
operational systems, funding sources, targeted students, goals and objectives and program
evaluation. There were, however, consistent themes demonstrated across programs (Swail
& Perna, 2002). Some of the themes demonstrated amongst the programs were; a clear,
focused mission and vision; early intervention; providing student motivation;
encouraging parent involvements; and being collaborative (Swail & Perna, 2002).
IMPACT OF UPWARD BOUND 19
A study conducted by Gandara (2001), organized college preparation program
into five major categories; first, private nonprofits programs that are developed through
foundations, agencies or corporate sponsors to better prepare students, programs such as
A Better Chance, I Have a Dream (IHAD), and College Bound. Second, university-based
programs that establish a relationship with a college and a high school as a means of
sharing resources and strengthening the resources for the school and the students, such
programs as the Neighborhood Academic Initiative (NAI) and Minorities in Engineering
and Sciences (MESA). Third, government-sponsored programs at the state or the federal
level, such as Upward Bound and GEAR UP. However many states, such as Indiana,
Florida, California, Illinois, Ohio, and Texas have also implemented state programs to
increase access for underrepresented students. Community-based programs tend to
develop from community members who have identified an unmet need, programs such as
Kids to College in Massachusetts, Posse, exposed to these programs in elementary
school. These programs focus on increasing the achievement of students and are
represented by such programs as Advancement via Individual Determination (AVID),
Project GRAD and Urban Puente, College Kids, are all programs established to provide
access to resources and information for a specific population of students. Lastly, K-12
sponsored programs are generally programs developed by the public school system.
Some students are exposed to these programs in elementary school. These programs
focus on increasing the achievement of students and are represented by such programs as
Advancement via Individual Determination (AVID), Project GRAD and Urban
Partnerships.
IMPACT OF UPWARD BOUND 20
Statement of the Problem
Student Challenges. It is not uncommon for newly admitted students to
experience less initial sense of belonging in their academic, social and cultural integration
into college. This lack of sense of belonging may demonstrate itself in a number of ways
through social isolation, poor grades, low self-esteem, and depression. For some students,
this lack of sense of belonging may ultimately lead to the student leaving the program
whether by drop out, push out or withdrawal. Freshman students often experience,
feelings of alienation and isolation, homesickness, loneliness and anxiety from being
separated from home and the problems adjusting to campus or living arrangements.
Unfortunately, in some instances, these challenges may ultimately lead to students
leaving the program whether by drop out or withdrawal.
Bryde and Milburn, (1990) found the first few weeks to be the most challenging
for incoming freshmen. Their initial experiences often determine if they will leave or stay
(Mitigany, 1985). First generation students tend to have greater difficulty finding the
motivation to attend college, applying to postsecondary institutions (NCES 2001) and
completing the needed academic preparation and testing. Thus the implementation of
supportive services and resources, can lead to the successful completion of students in the
freshman year and beyond to the completion of their degree.
Program Effectiveness. Among the five program types previously indicated,
Gandara (2001) found a variety of program elements to prepare students for entry into
college. The most common elements were: academic and supportive counseling,
academic enrichment, parental involvement, personal enrichment and social integration,
mentoring and scholarships. Similarly, research conducted by Tierney, Corwin and
IMPACT OF UPWARD BOUND 21
Coylar (2005), Venegas, (2004), Swail and Perna (2002) found various principles critical
in an effective college preparation program: high standards; one on one attention; long
term contact with students; mentorships, peer mentoring and support; early preparations;
parent connections and investment; timely interventions; provide cultural/ social
connections; financial assistance and evaluation of program effectiveness.
Since the program component and goals of many college preparation programs
vary, questions are raised about program effectiveness. Research has shown that
programs which conduct systematic evaluations are able to assess program effectives and
the results of the evaluation assists in program improvements (Gandara, 2001). Program
evaluation is a critical factor in determining the effectiveness of the program on the
success of the student.
Student Involvement. For many students, involvement, be it academically or
socially is a mean by which many students are able to adapt, adjust and persist in the
sometimes challenging transition that students experience in college. According to Astin
(1985) and Tinto (1975, 1998, 2002), student involvement contributes to the overall sense
of belonging of the student and has an impact on the retention and success of students in
college. Whether a student elects to get involved or is required to participate in a
freshman entry program designed to support student’s sense of belonging and transition
to college, both can be beneficial for the overall sense of belonging of the student.
For the purpose of this study, this researcher will briefly review two areas where
student involvement typically occurs, student and university or institution. From the
student perspective, it is not uncommon for newly admitted students to identify student
groups or organizations of interest. These groups can be in the form of academic, social,
IMPACT OF UPWARD BOUND 22
cultural, ethnic or religious groups that provide students with the opportunity of meeting
other students who may have similar interests, beliefs and experiences and also provides
an academic and social outlet.
From the perspective of the institution, some universities have created learning
communities, freshman enrichment or interest programs and other structured academic
and social supports to assist with a student’s sense of belonging and retention. In many
of these programs, students are placed in classes or seminars that are a semester or
quarter in length and learn to establish relationships and supports with their peers in the
program. Many of these linkages and relationships serve as an academic and social
support that assists students in their sense of belonging and retention.
Purpose of the Study
The purpose of this qualitative study is three fold: (1) to examine the impact of a
college preparation program on first generation college students in the first year of
college (2) explore the effectiveness of the preparation program and (3) examine how
have college preparation programs contributed to the academic achievement, sense of
belonging and retention of low-income first generation students in their first year of
college. As previously mentioned for the purposes of this study, the USC Upward Bound
program (also known as TRIO, a federally funded college preparation program) will be
used to assess the impact of the program on students in the first year of college and
though the access to higher education for first generation students has improved, there are
still gaps in first generation student attendance in comparison to non-first generation
students. The two research questions for this study are as follows:
IMPACT OF UPWARD BOUND 23
1. What are the components of the USC Upward Bound program that have
contributed to the academic achievement, sense of belonging , and retention of
low income first generation students in the first year of college?
2. What factors impact low income first generation students’ sense of belonging and
retention in the first year of college?
The theoretical lens of Vincent Tinto’s Student Integration theory, (1975) which
focuses on the student and institutional factors that impact student departure and
Alexander Astin’s Student Involvement theory (1985), which focuses on the elements of
student involvement and the impact on the sense of belonging of students in the first year
of college, will be used to assess the academic achievement, sense of belonging and
retention of low income first generation students in their first year of college.
Significance of the Study
This study is important because it focuses on the effectiveness of a college
preparation programs and the overall impact it has on first generation college students in
the first year of college. Though there are many studies on college preparation programs,
there is still a need to establish an understanding of the impact that Upward Bound has on
students in the first year of college. Identifying the program factors within Upward
Bound that facilitate successful academic and social integration for first generation
college students has important implications for understanding the problems of sense of
belonging and retention for these students in the first year of college.
The researcher expects that the results of this study will provide relevant
information on student sense of belonging, retention and student involvement for college
preparation program, university administrators, policy makers, program coordinators and
IMPACT OF UPWARD BOUND 24
students who are interested in learning more about the information presented in this
study.
Limitations
The limitations presented in this study are confined to three areas; 1) the students
in this study have all completed the University of Southern California Upward Bound
program, 2) only the Upward Bound curriculum was used to prepare the students for their
transition to college, 3) the sample size was limited to African American students. Had
there been other ethnicities, the outcome of the study may have yielded different results
and43) there were different activities and opportunities for student involvement at each of
the colleges selected by the students interviewed for this study. As a result, these
limitations may have an impact on the overall results of this study in relation to other
studies. These limitations of this study also makes it less generalizable.
Organization of the Study
This study consists of five chapters: 1) introduction and overview, 2) literature
review, 3) methodology, 4) analysis of the results, and 5) a summary of the findings and
implications of the study. The purpose of this study is to examine the impact of the USC
Upward Bound program on students in the first year of college.
Chapter 1 introduced the study, presented the statement of the problem, purpose
of the study, significance of the study and the definition of terms. Chapter 2, the literature
review provides the results of relevant literature studies that are closely related to the
information contained in this study. Topics addressed in this section include information
on first generation students, relevant trends in the Higher Education Act, college
preparation programs, the interrelationship between student persistence and retention,
IMPACT OF UPWARD BOUND 25
student involvement, theoretical frameworks (Alexander Astin and Vincent Tinto), and
student programs and support. Chapter 3, the methodology section includes the research
design; population and sampling procedures; explains the strategies used for inquiry and
the methods of data collection and analysis. Chapter 4, the results section of the study
will focus on the preparation and analysis of the data collected. Included will be the
interpretation of the data, themes and patterns that may have been identified in the data
collection process. Chapter 5 will provide a summary of the findings, implications for
practice, recommendations for research and conclusion.
IMPACT OF UPWARD BOUND 26
Chapter Two: Literature Review
This literature review will focus on the relevant literature on first generation
college students. Included in this chapter will be information on the characteristics of
first generation college students, some of the trends in higher education that have
impacted access to college, implementation of college preparation programs serving
underrepresented students and the two levels of involvement; student and institutional.
Lastly, two theoretical frameworks, Astin’s Student Involvement Theory (1975) and
Tinto’s Student Integration Theory (1975) will be used to help frame this research study
and emphasize the impact of student involvement on student retention and sense of
belonging of first generation college students. Student involvement and how students’
perceive their connection with the institution can have a major impact on whether the
student persists with the institution (Berger & Milem,1999). Similarly, Bollen and Hoyle
(1990) espouse that perceived connection includes two factors, an individual’s sense of
belonging and feelings of morale associated with being a part of a group. Therefore,
perceived cohesion serves as an attribute of the individual’s appraisal of their relationship
as a member of the group and the extent to which they feel “stuck” or a part of the
group (Bollen & Hoyle, 1990).
First generation college students are considered to be disadvantaged in
comparison to the students whose parents had significant experience with the college or
university setting (Billson & Terry, 1982, NCES 2001). Bryde and Milburn (1990) found
the experience the within first few weeks of college to be the most challenging for
incoming freshmen. Their initial experiences often determine if they will leave or stay
(Mitigany, 1985). First generation students tend to have greater difficulty finding the
IMPACT OF UPWARD BOUND 27
motivation to attend college, completing the needed academic preparation and testing,
and applying to post-secondary institutions according to the NCES (2001). Bui (2002)
examined background characteristics of first generation students, their reason for
pursuing higher education, and their first year experiences. The research found that the
first generation students were more likely come from lower socioeconomic backgrounds,
reported pursuing higher education to assist their families financially, and worried about
financial support for college (Bui, 2002).
Terenzini, Springer, Yaeger, Pascarella and Nora (1996), conducted a study on
first generation college students from 23 different universities. After the first year of
study, they found that first generation students differ from traditional students and these
differences suggest potential learning problems for first generation students. The
differences placed first generation students at risk and required administrative
intervention to succeed in college.
Research has also shown that many students drop out before completing their
freshman year (Tinto, 1975, Pascarella & Terenzini, 1980; Pascarella, Springer, Yaegar,
Terenzini & Nora, 1996; Pascarella, Pierson, Wolniak, & Terenzini, 2004; Choy, Horn,
Nunez & Chen, 2000). Many American institutions continue to face the challenge of
providing an educational experience and academic environment that provides a
supportive, encouraging and stimulating environment for successful entry and retention
which ultimately leads to completion and attainment of a degree.
A major focus of this study will be first generation students who have completed
the Upward Bound Program at the University of Southern California, graduated from
high school and are currently attending a four year institution. Upward Bound is one of
IMPACT OF UPWARD BOUND 28
many government funded college preparation programs aimed at assisting students with
college entry, retention and ultimately graduation. The next section of this chapter will
provide information on the characteristics of first generation college students.
First Generation College Students
Students entering higher education without guidance from a college-educated
parent are identified as first generation college students, a term coined by Fuji A. Adachi
(Billson & Terry, 1982). First generation college students are defined based on their
parents’ level of education. Billson and Terry (1982) defined first generation college
students as those students whose parents have had no college or university experience.
These students have been defined as being from blue-collar backgrounds containing
lower levels of formal education (Bean & Metzner, 1985). When compared to the
traditional student, first generation college students had lower pre-college critical
thinking abilities, and were more likely to come from low income families, and to have
been encouraged by teachers (not parents) to attend college, and to be Hispanic
(Terenzini, Springer, Pascarella, & Nora, 1995). The differences between first generation
and traditional students with respect to their basic knowledge of college, personal
commitment, and level of family support, generally places most first generation students
at a disadvantage in (York-Anderson & Bowman, 1992). Students whose social, personal
and cultural backgrounds have not adequately prepared them, often cannot readily adjust
and become active participants in the academic and social community of the campus
(Buck, 1982).
Nunez and Cuccaro-Alamin (1998) conducted a longitudinal study in 1993 to
examine the postsecondary experiences and outcomes of first generation students versus
IMPACT OF UPWARD BOUND 29
their peers. Using data from the 1989-90 Beginning Students Longitudinal Study
(BPS:90/94) and the 1993 Baccalaureate and Beyond Longitudinal Study (B&B:93:94).
The researchers found that first generation students were more likely to be older, earned
lower incomes, be married, have dependents, were more likely than their peers to enroll
in post-secondary education part-time, attended public two-year institutions, were more
likely to take remedial classes than their peers, and attained credentials at lower rates than
peers (Nunez and Cuccaro-Alamin 1998).
In 1992, the National Education Longitudinal Study (NELS:88/2000) reported 28
% of 12th-graders in the United States were first generation students. These students
represented 22 % of students who entered post-secondary education between 1992 and
2000. This data was an indication that first generation students were less likely than
other students to attend college within 8 years after graduating high school. In 1992, 56
% of first generation high school student graduates enrolled in two-year colleges within
the first two years after graduation. Based on an analysis of this data, Choy, Horn, Nunez
and Chen, (2000) looked at the two groups of student participating in the study: student
whose parents had not gone to college and student whose family backgrounds and early
education experiences placed them at risk of not completing high school. Their findings
revealed that students who are at risk of dropping out of high school and students whose
parents did not attend college are less likely than other students to enter the college and
are more likely to leave college (Choy, Horn, Nunez & Chen, 2000).
According to the 1999-2000 National Post-secondary Student Aid Study
(NPSAS:2000) a survey representing all students enrolled in postsecondary education,
there were 16.5 million undergraduates enrolled in all U.S. postsecondary institutions.
IMPACT OF UPWARD BOUND 30
The students were examined using seven risk factors previously found to be negatively
associated with persistence and degree attainment (Horn & Premo 1995). The risk factors
were characterized by the following enrollment patterns: a) delaying enrollment by a year
or more; attending part time; being financially independent; having children; being a
single parent; working full time while enrolled; and being a high school dropout or a
GED recipient.
The study reported that three quarters of the students had at least one risk factor.
The average number of risk factors was 2.2 as reported by all undergraduates. More risk
factors were reported by Black students (2.7), American Indian/Alaska Native students
(2.8), and Hispanic students (2.4). The same was found for students with disabilities, who
averaged 2.6 risk factors (NPSAS: 2000). The risk factors indicated in these studies
demonstrates the various stressors and challenges confronted by first generation students
when they enter college. These risk factors have an impact on the adjustment and
retention of first generation students. Some of these risk factors include basic individual,
family and groups responsibilities that may impact their roles within the home or
community.
In 2001 Warburton, Burgarin and Nunez provided a statistical analysis report of
data used from the BPS: 90/94. In 1995-1996 a study conducted on first generation
students revealed that these students represent 31 % of students who began post-
secondary education in 4-year institutions. First generation students tend to be older than
non-first generation students: 7 % of first generation students were age 30 or older,
compared with 1% of non-first generation students. In addition, first generation students
were more likely than all non-first generation students to be Hispanic (18% versus 7%).
IMPACT OF UPWARD BOUND 31
First generation students were less likely to have attended high schools in mid-sized cities
or urban communities. About one-third of all first generation students attended a high
school in an urban area. First generation students were more likely to have attended a
high school located in a small town (15% versus 10%) or rural area (18 % versus 10 %)
(Warburton, Burgarin & Nunez, 2001).
Bui (2002) examined the background characteristics of first generation students at
four institutions, their reasons for pursuing higher education, and their first year
experiences. The students’ responses were compared to students whose parents had at
least a bachelor’s degree. Further research reveals (Bui, 2002; Carter and Chase, 2004;
Dennis et. al., 2005; Fallon, 1997; Tierrney, 2004, Jun, 2001, Jun & Colyar, 2004, Choy
2001, Warburton et.al., 2001, Nunez & Cuccaro-Alamin, 1998, Pascarella, Gibbons and
Shoffners, 2004; Lohfink and Paulsen, 2005; London, 1989, 1992; Merullo 2002; NCES,
2001; Orbe, 2004) that most researchers who have studied first generation or
disadvantaged students all agree that first generation college students differ significantly
from their counterparts, and that they face considerable challenges to obtaining a post-
secondary education. Challenges such as academic under-preparation (Choy, Horn,
Nunez, Chen, 2000, Trotter, 2001), feelings of cultural dislocation (London, 1989, Weis,
1995, Merullo, 2002, Ogbu, 1986), a lack of knowledge about the university environment
(York-Anderson and Bowman 1991, Bui, 2002), a lack of family support for college
(Dennis et. al., 2005, Tierney & Auerbach, 2004), financial difficulty (Bui, 2002), and an
inability to make meaningful connections at the university level (Orbe, 2004).
In consideration of the challenges, stressors and disadvantages experienced by
first generation students there is limited structure and uniformity for these students as
IMPACT OF UPWARD BOUND 32
they matriculate through their college experiences. Reflecting on these concerns, the next
section of this paper will focus on changes in higher education that have led to the
development and implementation of college preparation programs designed to provide
the supportive resources for students to be successful in college.
Trends of the Higher Education Act
Due to the educational challenges of low income and first generation students,
various programs and funds were implemented through higher education acts to impact
access to higher education opportunities for everyone. Historically, the federal
government has been involved in higher education. The Morrill Act of 1862, also known
as the Land Grant College Act contributed significantly to higher education. The grant
was developed to establish institutions that would educate people in agriculture, home
economics, mechanical arts, and other professions that were practical at the time. The
purpose of the Morrill Act was to assure that education would be available to people in
all social classes (Schrader, 1969). The passage of the second Morrill Act in 1890 shifted
from federal support of higher education in granting states public land grants to aiding
colleges using deferral money grants in support institutions proving instruction in specific
subject areas (Schrader, 1969). In 1935, the Emergency Relief Act was passed to provide
funds for various educational programs, such as the National Youth Administration,
which provided part time employment aid to college students.
Following World War II there were dramatic changes in the federal government’s
support of higher education. Congress passed the GI Bill in 1944 which provided
funding opportunities for World War II veterans to participate in educational and training
programs. During the 1950’s the federal government continued to expand the amount of
IMPACT OF UPWARD BOUND 33
funding and programs offered such as the National Defense Education Act (NDEA)
which provided both public and private aid at all institutional levels. The 1960’s was the
beginning of various programs and efforts identified as “compensatory education”, a term
used to refer to efforts aimed at overcoming or circumventing deficiencies in the
background, functioning, and current experiences of children from economically,
culturally deprived, culturally isolated, and/or ethnically disadvantaged families
(Gordon, 1968).
In 1964, Congress passed the Economic Opportunity Act which led to the
implementation of the Office of Economic and its special programs for students of
disadvantaged backgrounds, Upward Bound, Talent Search and Student Support
Services. These programs are now more commonly known as the TRIO programs. The
first TRIO initiative, Upward Bound, is a program that targets 13 through 19 year old
(grades 9 through 12) students from low income families whose parents have not earned a
bachelor’s degree or military veterans with only a high school diploma (McElroy &
Armesto, 1998). Talent Search, the second TRIO initiative was created by the Higher
Education Act of 1965 serves students 6 through 12 by helping them to understand and
plan for postsecondary options (Coles, 1998,. In 1968, the Student Support Services was
established as a program targeted on college students from disadvantaged backgrounds
with assistance in meeting basic college requirements. Additional programs that make up
the TRIO are the Education Opportunities Centers (EOC), created in 1972, which assists
adults 18 years old with counseling and information on college admissions (Coles, 1998).
The Staff and Leadership Training Authority (SLTA) provided funding to enhance the
IMPACT OF UPWARD BOUND 34
skills and expertise of TRIO project directors and staff was created in 1976 (McElroy &
Armesto, 1998).
In 1986 the Ronald E. McNair Post Baccalaureate Achievement program was
created to encourage low-income students and underrepresented students in graduate
education to prepare for doctoral study as well as consider careers in college level
teaching. In 1990, the U.S. Department of Education created the Upward Bound Math
Science Program designed to strengthen the mathematics and science skills of eligible
high school students is administered under the same regulation of other Upward Bound
Programs (McElroy & Arnesto, 1998). Lastly, in 1998 Gaining Early Awareness and
Readiness through Undergraduate Preparation GEAR UP was established to provide 6
year grants to states and partnerships to provide services at middle schools and high
schools. In addition, college scholarships are provided for low income and disadvantaged
students interested in entering college.
Together, all of the TRIO programs provide a continuum of college access
services targeting students from sixth grade through post baccalaureate study, including
educational studies for low income adults. These programs help low income students to
overcome barriers to acquiring higher education. Many students enrolled in TRIO
programs are poor and come from disadvantage neighborhoods (Edmonds, 2002). The
services provided include assistance in choosing and applying to a college: tutoring:
personal, academic, and financial counseling; career orientation; instruction in reading,
writing, study skills, math and science, English and languages; and assistance to enter and
renter high school or college (Coles, 1998).
IMPACT OF UPWARD BOUND 35
According to the Council for Opportunity in Education (COE) (2007) Congress
mandated that two-thirds of the student served by the TRIO program must come from
families with incomes under $28,000 where neither parent graduated from college. Over
2,670 TRIO program serve nearly 873,000 low income individuals between the ages of
11 and 27 year old. COE also reported that 37% % of TRIO students are white, 35%
African American, 19% Hispanic, 4% are Native American, 4% Asian American, and 1%
are multiethnic (2007). In addition to the TRIO program, many other college preparation
programs have assisted first generation students in preparing for college. The next section
of this chapter will focus on the development of some of these programs.
College Preparation Programs
This section will focus on the challenges and successes of college preparation
programs. Included in this section will be some of examples of the challenges and
successes of such programs, and lastly a further review of TRIO’s Upward Bound
program. Tierney, Corwin and Hagedorn (2002) defined college preparation programs as
“enhancement programs that supplement a school’s regular activities and are aimed at
low-income youth who otherwise might not be able to attend college” (p. 2). The
mission of college preparatory programs is to increase the number of underrepresented or
educationally disadvantaged students that attend college (Tierney & Hagedorn,
2002). College preparation programs have a long standing history in preparing students
with the academic, social, and financial support to enter college (Oesterreich,
2000). There are a number of researchers, Tierney, et al. (2005), Tierney, Venegas,
(2004) and Perna and Swail (2002) who focus on identifying the elements that define an
effective college preparation program.
IMPACT OF UPWARD BOUND 36
Tierney, Corwin and Colyar (2005) contend there are two assumptions regarding
the role of college preparation programs: (1) “intellectual scaffolding”, the knowledge
and skills students need to become college ready, and (2) “cultural scaffolding”,
programs that emphasize cultural backgrounds (p.4). There was also agreement on five
competencies identified as being significant in facilitating college readiness, considered
“intellectual scaffolding” (p. 4). These functions include 1) academic preparation which
focuses on helping students resolve academic challenges and shortcomings; 2) access
guidance and support in understanding how to use college preparation planning
information to plan for college transition; 3) assist students in establishing goals, learning
how to engage and remain on tasks, increases student motivation and college going
aspirations; 4) assist students in learning how to adjustment to college by exposure to
various aspects of college life and a new environment; and 5) providing opportunities to
learn about financial aid and the application process. Independent of each other these five
competencies represent yet another set of principles researchers support as critical factors
for students to consider within a college preparation program. Conversely, the collective
presentation of these five competencies creates a comprehensive approach for students
and their families to consider when deciding on the selection of a college preparation
program. Among the areas presented, the most significant for this researcher is the
academic preparation and the social integration and acculturation required to support the
adjustment and sense of belonging in first generation college students.
Researchers (Tierney, Venegas, 2004; Swail & Perna 2002) have also noted
various principles critical in an effective college preparation program. These principles
include factors such as high standards, one-on-one attention, long term contact with
IMPACT OF UPWARD BOUND 37
students, adult mentoring and support, peer mentoring and support, early intervention (K-
12 connections), parent connections and investment, timely programming and
interventions, establish social and cultural linkages, provide financial assistance and
evaluation of the effectiveness of the program. In addition to these principles, Swail and
Perna (2002) found that the primary objectives for college preparation programs are to
strengthen and enhance academic skills, increase the likelihood of high school
graduation, assist with steps required to attend college and provide support and
encouragement necessary to complete college. All of these principles provide valuable
insight to programs, administrators and researchers founded on preparing students for
entry to college. However, lack clarity on how these programs continues to assist and
support the student as they transition throughout the college experience to assure that
student continue to have the support required for a successful graduation.
Due to the increased number of private non-profit programs, there has been
increased evaluation of the programs and their effectiveness. In 1999, the College Board
in association with The Education Resources Institute (TERI) and the Council for
Opportunity in Education conducted a national study -- National Survey of Outreach
Programs-- to identify and collect information nationwide from early intervention
programs. In addition to the survey, focus groups were interviewed with program
personnel to discuss the challenges and issues facing programs. There were 1,110
nationwide responses from all 50 states, the District of Columbia, Puerto Rico, Guam and
Micronesia. Federal TRIO programs (Upward Bound and Talent Search) represented
one-third (N=363) of the responses, GEAR UP represented 9 % (N= 102), IHAD
represented 2 % (N=26), other federal programs represented 12 % (N=137), state funded
IMPACT OF UPWARD BOUND 38
represented 15 % (N=166), university funded represented 9 % and other represented 20
% of responses. The survey was intended to help inform practitioners, researchers,
policymakers, and philanthropists and assist in better understanding the programs that
serve students nationwide (Swail & Perna, 2002).
The study evaluated the type of financial support received, location, program
goals and services, work with parents, program operation, students targeted, incentives
for the program, program staffing and training, and program evaluation process. The
results suggested that early intervention programs do not follow any particular program
model, however offer similar services, strategies and concepts. There were differences
on how the programs are managed; however there was consistency in all programs of a
shared commitment to the students by the staff for all programs (Swail & Perna,
2002). Little is still known about the impact college preparation programs have on
increasing the number of students who enter college or the components that are effective
in this process.
Upward Bound: Program Outcomes
Many college preparation programs may be successful in assisting students in
achieving the goal of admission to college, however beyond college access; students
often struggle with factors such as academic and social integration, which impacts
student’s persistence and retention as they adjust to the expectations of higher education.
In recognition of the role that TRIO’S Upward Bound program has played in the
development and implementation of college preparation program, the next section will
briefly review some aspects of this federally funded program. The time spent as a
participant in Upward Bound can contribute to building stronger academic and social
IMPACT OF UPWARD BOUND 39
skills that will help students stay in college. Through academic instruction, college tours,
financial aid, and career planning, Upward Bound participants receive encouragement to
commit to obtaining a college degree and to an institution (Edmonds, 2002).
In an effort to review the program outcomes of Upward Bound, James (1986)
outlined the historical background of Upward Bound and traced the evolution of the first
18 pilot programs from 1965 to 1985. Three reports and analyses of Upward Bound in the
late 60’s along with two statistical follow-up studies (1977, 1979) which compared the
educational patterns of Upward Bound participants and non-participants. The reports
were used to assess the program’s effectiveness on students’ demonstrated postsecondary
success. The reports offered information on critical areas for future evaluations,
summarized the relevant features for successful programs, along with a comprehensive
study focused on the program’s effect on attitude, motivation, and achievement of Black
students. Attention was also devoted to the criticisms and defenses of Upward Bound
during the 1970’s. The study presented varying responses and criticisms on the
implementation and success of Upward Bound during the twenty year reporting period.
Most notably, James (1986) identified early criticisms presented by Dr. Gloria Joseph,
Director of Special Education at Cornell University. Dr. Joseph presented five criticisms;
poverty programs do not really help the poor, most Upward Bound programs are
based on college or university campuses, the curriculum and the courses offered,
specifically, advocated a curriculum that provided a greater focus on the history and
culture of Blacks which facilitates the development of Black students self-esteem and
pride, more emphasis required on remedial work in basic academic subjects such as
English, math and science and finally, Upward Bound programs had not addressed what
IMPACT OF UPWARD BOUND 40
she considered as the root of the problem, an inferior education and discriminatory
educational practices for the youth living in poverty that keeps them out of school
(James, 1986). Dr. Thomas Billings, National Director of Upward Bound, countered
these remarks by reporting that Upward Bound was not a poverty program designed to
address the problems and ills of low-income youth, however was based on the notion that
students have the potential for college, but were not achieving this potential and
demonstrating their talents (James, 1986). In conclusion, though several studies presented
evidence of the benefits of the Upward Bound program it is still unclear whether the
program provides the skills, motivation, and assistance needed for success in
postsecondary education. Evidence was not presented that indicates Upward Bound
participants’ postsecondary success is significantly better than comparable
nonparticipants. Finally, the Department of Education agrees that there is a need to
concentrate on three areas in future evaluations: retention in Upward Bound programs,
enrollment in postsecondary education and measurable progress in postsecondary
education.
The Department of Education sought to evaluate the Upward Bound program and
in 1991 obtained the assistance of the Mathematica Policy Research, Inc. (MPR), to
evaluate the program (MPR, 1999). Based on this research, MPR conducted a series of
follow-ups and reports, 1994–1995, 1996–1997, 1998–1999, 2001–2002, were conducted.
The longitudinal study was designed to assess how the program is implemented. From
1992 to 1994 the study was implemented in a nationally representative sample of 67
Upward Bound projects hosted by two- and four-year colleges and universities.
Approximately 1,500 students were randomly assigned to the evaluation’s treatment
IMPACT OF UPWARD BOUND 41
group and allowed to participate in Upward Bound, and about 1,300 students were
randomly assigned to the control group. The experiences of treatment group members
were compared to the experiences of control group members to assess the impact of the
Upward Bound on high school and postsecondary outcomes (MPR, 2009).
The survey data was collected between 2003 and 2004, approximately seven to
nine years after participants were scheduled to graduate from high school. Several
research questions were addressed, however of significance for this study were the
following questions: 1) What effect does Upward Bound have on the likelihood of attending
a postsecondary institution and on the highest level of postsecondary attendance? 2) What is
the effect of Upward Bound on the likelihood of earning a postsecondary degree, certificate,
or license? 3) What is the effect of Upward Bound participation length and completion on
postsecondary outcomes? Some significant findings revealed in the study were as follows:
Upward Bound had no detectable effect on the likelihood of earning a bachelor’s
degree or the likelihood of earning an associate’s degree.
Upward Bound increased postsecondary enrollment or completion rates for some
subgroups of students.
Longer participation in Upward Bound was associated with higher rates of
postsecondary enrollment and completion. (MPR, 2009)
McLure and Child, (1998) conducted a national evaluation of Upward Bound and
found that students developed aspirations to complete more schooling and take more
academic courses after entering the program. Students with lower academic expectations
received the greatest benefit from participating in the program (Myers & Moore, 1997;
Myers & Schirm, 1999). Young and Exum (1982) found that the Upward Bound program
assisted students academically and increased college attendance.
IMPACT OF UPWARD BOUND 42
Though research has revealed that there are many inconsistencies regarding the
benefits of Upward Bound, for many low income first generation students, it serves as a
structured supportive system that guides them successfully through high school and the
college admission process. Facing many challenges and obstacles within their families
and communities, college preparation programs provides the advantage that many
students need to reach their goals.
The Interrelationship between Student Persistence and Retention
Research has shown that more students drop out during their freshman year within
the first six week of entering college (Wilder, 1994). The first few weeks of freshman
year tend to be particularly challenging and determines whether the student remains in
school (Bryde & Milburn, 1990, Mitigany, 1985). Brawer (1996) found that 50% of
freshman enrolled in colleges or universities, drop out before completing their
programs. Glass and Garrett (1995) identified the freshman year as a critical time for
working with students who need assistance. The goal of college preparation programs is
to provide low income disadvantaged students with the skills they need to succeed in
postsecondary education. The personal and academic support along with the mentoring
provided students with the skills required to develop personal and academic relationships
which aims to increase a student’s level of persistence, the rate of retention and
graduation for low income students.
Researchers have found many reasons why students drop out of school. Some of
the major reasons identified were: the lack of academic preparation, results in students
being unable to manage the expectations of college level assignments. The campus
climate or environment becomes a factor for many low income students who determine
IMPACT OF UPWARD BOUND 43
that they are unable to adapt and adjust to the campus environment which may lack
diversity in areas such as gender, ethnicity or socioeconomic status (Astin, 1975,
Hurtado, 1999). The lack of educational goals and the commitment of the student or the
university to meet these goals can have a major impact on a student continuing in the
university (Tinto, 1993). Students that have difficulty adjusting to the institutions
academic expectations and is unable to engage in meaningful educational experiences
with peers may experience some challenges due to the lack of academic integration.
Similarly, students who are unsuccessful in establishing peer relations and becoming
involved in social or cultural activities may have challenges in establishing and
maintaining social integration. Finally, for many students the lack of financial aid and the
inability to finance college expenses becomes a major factor that impacts student’s ability
to remain in college.
Persistence and retention in higher education of low income first generation
students continue to be areas of concern. Tinto’s model of student integration has been
pivotal in the study of retention and persistence (Swail Redd, & Perna, 2003 & Stage,
1988). Even though there is a significant amount of literature on persistence, there is
limited clarity or consistency in the definition of persistence. Tinto and Pusser, (2006)
defines “educational persistence as the enrollment of individuals over time that may or
may not be continuous and may or may not result in degree completion” (p.1).
Universities on the other hand often identify persistence as retention. Students who
maintain from year-to-year are considered in the number of students retained each
year. In a study conducted by Astin, on why students drop out of college, (1975)
persisters were defined as “students who were enrolled full time in graduate or
IMPACT OF UPWARD BOUND 44
professional school, had earned a B.A. degree or higher or had completed four years of
college and was still enrolled full time and is pursuing at least the bachelor’s degree”. In
a study conducted by Tharp (1998) non-persisters were defined as those students who do
not maintain continuous enrollment at an institution continuously from one semester to
the next.
In the 1995–1996 Beginning Postsecondary Study, (Nuñez & Cuccaro-Alamin,
1998), three primary variables were used to examine persistence: 1) retention, whether a
student is still enrolled in the same institution 3 years later; 2) persistence track to
bachelor’s degree, whether a student stays at the initial 4-year institution or makes a
transfer to a new 4-year institution; and 3) persistence/attainment in postsecondary
education, whether students left without attaining their degree, remained enrolled, or had
attained a degree. The results of the study revealed that retention at the initial institution
is composed of three values: student still enrolled in or attained a degree at the initial
institution (including students who stopped out and later returned to their originating
institution), student who transfer to another postsecondary institution (still enrolled, the
type of transfer destination reflects the institution to which students transferred) and
students who left postsecondary education (neither still enrolled at the initial institution
nor transferred to another postsecondary institution) (Nuñez & Cuccaro-Alamin, 1998).
These values provide the university with a varied lens when considering the factors that
impact student retention.
Conversely, the persistence track to bachelor’s degree is also composed of three
values: student did not leave persistence track (stayed enrolled in the same institution or
transferred to a different 4-year institution), student left persistence track (stop out,
IMPACT OF UPWARD BOUND 45
immediate or delayed transfer from 4-year to less-than-4-year postsecondary institution),
and student left postsecondary education (neither still enrolled at the initial institution nor
transferred to another postsecondary institution).
A student’s ability to persist in a college or university ideally leads to the
attainment of a degree. Persistence and attainment in postsecondary education is
composed of three values: student left without attaining a bachelor’s degree in any of the
3 years following initial enrollment, student remained enrolled in a 4-year postsecondary
institution by June 1998, and student had attained a bachelor’s degree from a 4-year
postsecondary institution by June 1998. Tinto (2003), indicates academic preparation
impacts the chances of a student going to college and completing the degree. Therefore,
universities can encourage student persistence and retention by providing consistent
expectations regarding how students should succeed, providing advisement that contains
clear and consistent information, provide academic, social and personal supports, involve
the student as a value member, and provide an environment that fosters student learning.
Persistence is affected to a great degree by the process of interactions between the student
and the institution. The theoretical frameworks used for this study will provide further
information on the importance of this relationship.
Theoretical Framework
Student involvement and retention of students in higher education continues to be
a major concern for higher education administrators. There are many theories of
retention, persistence and attrition, such as Bean’s Attrition Model (1982), Chickering
Theory of Student Development (1969), and Spady’s Model of Student Persistence
IMPACT OF UPWARD BOUND 46
(1970, 1971). For the purpose of this study, Alexander Astin (1985) and Vincent Tinto
(1975) theories have been selected.
Astin’s Theory of Student Involvement(1985), a college impact theory, has been
selected as one of the frameworks used to assess the impact of the USC’s Upward Bound
program on students who have completed the freshman year of the post-secondary
education experience, by assessing the student’s sense of belonging, units completed and
student involvement. The theory was first introduced following a longitudinal study on
college dropouts aimed to identify factors in the college environment that affected the
student’s persistence in college (Astin, 1975). The study found involvement as one of the
factors that contributed to students remaining in college, whereas a student who dropped
out presented a lack of involvement. The basic tenet of Astin’s theory, is that “students
learn by becoming involved” Astin, 1985, p.133). Astin refers to involvement as the
“amount of physical and psychological energy that the student devotes to the academic
experience, p.134). There are five assumptions presented which focus on the quality and
level of student involvement (Astin, 1985):
1. Involvement refers to the investment of physical and psychological energy in
various objects.
2. Student involvement occurs along a continuum and different students manifest
different degrees of involvement.
3. Involvement has both quantitative and qualitative features.
4. The amount of student learning and personal development is directly proportional
to the quality and quantity of student involvement in the program.
IMPACT OF UPWARD BOUND 47
5. The effect of any educational policy or practice is directly related to the capacity
of that policy or practices to increase student involvement.
The investment of physical and psychological energy involves engaging in activities
such as student groups and organizations, extracurricular activities, tutoring, mentoring,
study groups and seminars. The activities provide opportunities for students to establish
meaningful relationships with other students which positively impact a student’s
academic, social, cultural development and sense of belonging to the institution.
Astin identifies the last two assumptions as the most important because they
provide insight to developing more effective educational programs for students. Astin
(1984) maintains that the quality of resources available impacts the level of student
involvement and the growth or development of the student. University’s that provide
programs for students, reflect the institutional commitment to the student learning and
growth. Overall, this theory is focuses on the manner in which students spend their time
and how the institutions provided support. Similarly, Tinto (1975) emphasizes the role
an institution has on student’s adjustment and return. In the next section, I will focus on
how Tinto’s theory of Student Integration impacts students and institutions.
Tinto’s Model of Student Integration (1975) is one of the most commonly referred
to models in the literature on student retention/drop out. Tinto (1975) first introduced the
model in a review of the research on student dropouts. In his work, Tinto attempted to
devise a theoretical model that explained the processes of integration between the
individual and the institution that lead individuals to drop out from institutions of higher
education, and that also distinguished processes that result in different forms of dropout
behavior. Tinto’s model originates from Durkheim’s theory of suicide. Durkheim theory
IMPACT OF UPWARD BOUND 48
indicates that suicide is more likely to occur when individuals are not integrated into
mainstream society. The likelihood of suicide increases when two types of integration
are lacking: “moral integration” and “collective affiliation” (Tinto, 1975, p. 91). Tinto’s
theoretical model of drop out argued that the drop out from college is a longitudinal
process of interactions between the individual and the academic and social systems. Tinto
espouses that during these interactions, the goals are continually modified and the
institution engages in ways which lead to either student persistence and/or to varying
forms of drop out (Tinto, 1975).
In his research, Tinto found that students enter institutions with a variety of
attributes, pre-college experiences and family backgrounds which may have a direct
and/or indirect influence on a student’s performance in college. More importantly, these
characteristics and experiences also influence educational expectations and commitments
in college. The goals and institutional commitments are important predictors of the
persons experience in college. Therefore the central theme of Tinto’s model is
integration. The basic elements of the model are: individual characteristic, interactions
within the college environment, academic and social integration and institutional
characteristics. More specifically individual characteristics includes students sex and the
students ability to succeed; family background which includes the SES, prior college
knowledge and interest in education of student; past educational experiences which
includes performance in high school as an indicator of future performance in college;
goal commitment which includes the students commitment to the goal of completing
college. Areas of consideration within the college environment include academic and
social integration. Academic integration can be measured by student grades, intellectual
IMPACT OF UPWARD BOUND 49
development and gender, while social integration can be measured by involvement with
peers, supportive groups or associations, extracurricular activities and interactions with
faculty, staff and administrators in the university.
In contrast to Astin who focuses on the role of the student in the integration
process, Tinto on the other hand emphasizes the role of the institution as a critical factor
in the adjustment and integration of students. Institutional characteristics such as the type
of institution, size, quality, resources, facilities, structural arrangements and member
composition are important factors to consider after considering the stressors placed on
individuals considering departure from college (Tinto, 1975). Tinto’s model further
indicates the lower the level of commitment to the goal of college completion, the more
likely the student is to drop out of college.
Elkins, Braxton and James (2000) conducted a study to explore first to second
semester persistence of first time, full time freshman at a public, four year institution,
focusing upon Tinto’s concepts of separation: separation, transition and incorporation
(Tinto, 1975, 1993). The study revealed that student support had the greatest influence
on the persistence/departure decision. Students who are members of a racial/ethnic group
receive less support for college attendance. Parental education level was not found to
influence support for college attendance and parent income was found to influence
support. Lastly, rejection of attitudes and values had an influence upon the
persistence/departure decision (Elkins, Braxton & James 2000). Finally, first generation
students who successfully pass through the stage of separation are more likely to return to
college for their second semester (Elkins, Braxton & James, 2000).
IMPACT OF UPWARD BOUND 50
In brief, the institution has a critical role on the impact a sense of belonging and
retention of first generation students has in the first year of college. Re-establishing
educational goals and commitments to support students academically, socially and
financially to remain in the institution and obtain a degree must occur. Programs such as
learning communities, freshman seminars and freshman introductory courses can be
beneficial in assisting students in developing a sense of belonging and academic success.
Other words, the socio-environmental factors are important to the sense of belonging and
success of first generation college students and must be considered.
Student Involvement
Student involvement will be examined as a means for assessing student sense of
belonging and retention. Student engagement and student involvement will be used
interchangeably; however for this researcher, the terms will have the same meaning.
Student involvement theory had its origin in the work of Astin (1975, 1984, 1985), Pace
(1984), and Kuh and his colleagues (Kuh, Whitt, & Strange, 1989, Kuh, Schuh, Whitt, &
Associates, 1991). Though these researchers have used different terms to describe student
engagement or involvement, based on the overall research for each, the premise was that
students learn from what they do, how they interact and the environmental factors that
surround them within their campus environments. Engagement is positively related to
gains in general abilities, critical thinking, grades and persistence rates (Pike & Kuh,
2005). This section will address two identified variables when looking at student
involvement; the actions of the student and institutional support or programs.
As previously indicated according to Astin (1975) and Tinto (1975), both the
institution and the student are critical aspects in the adjustment of students to college.
IMPACT OF UPWARD BOUND 51
Kuh, Kinzie, Schuh and Whitt, (2005) espoused that a way to improve the chances that a
student will succeed in college is by student involvement. What students do during the
time they are in college has an impact on their ability to persist and remain in college
until graduation. In addition, Kuh et.al presents two key components of student
engagement: the amount of time and effort a student places on studying or other
activities and the manner the institution organizes resources to encourage student
participation. A student’s level of engagement with family, school, friends/peers, and
community are all important factors in reviewing the literature on student engagement.
The significance of these roles varies based on the theoretical lens presented. Pierce,
Sarason and Sarason (1996) suggests social support as significant in helping individuals
cope with stressful situations. Jun and Colyar (2002) suggested based on race and
ethnicity family involvement may differ, college prep program administrators should be
aware of these differences when implementing programs and services.
Environmental factors such as the physical components of the campus, the
students, faculty, and staff that comprise the institution, the organizational structure and
constructed environments are all institutional factors that impact the sense of belonging
and involvement of students on campus (Cabrera, Nora, Terenzini, Pascarella &
Hagedorn, 1999; Strange, 2003). The external factors, physical components or
appearance; -- the trees, buildings, architecture, design (includes walls, pictures,
diversity) -- have an impact on student involvement and investment in the institution.
Strange (2003) encourages institutions to conduct environmental assessments to
determine the impact that campus physical appearance has on students. Students who
have a negative experiences or perceptions of the campus are less likely to become
IMPACT OF UPWARD BOUND 52
involved and will not connect with the campus and activities that are offered (Cabrera
et.al. 1999).
Program, Institutional and Social Supports
In many cases, first generation students enter college having to face challenges
related to social, academic, emotional, and financial factors and are need in need of
program or institutional supports to assist them in adjusting to the challenges that may be
presented. (Herndon & Hirt, 2004). These forms of support are needed by all students
regardless of race (Herndon & Hirt, 2004). Therefore, the resources and support provided
by the institution becomes critical to the sense of belonging and retention of the student.
According to Finn (1992), school characteristics may affect student’s engagement. Finn
(1992) conducted a study of student environment that may promote engagement among
students at risk. Two sets of school characteristics were considered: The structural
environment, including school, size and the racial/ethnic composition of the school
population and the regulatory environment as reflected in the degree of structure and
rigidity of school procedure and the degree of punitive s of the school’s discipline
system, each of which has the potential for affecting the engagement level (Finn, &
Voelkl, 1993).
Astin (1985) espouses, frequent interaction with faculty members is more
positively related to satisfaction with college than any other type of involvement or, any
other student or institutional characteristics. Social support includes the availability of
tangible help, guidance, and/or emotional support. Sidle and McReynolds (1999)
conducted a study to determine the relationship between participation in a freshman year
experience course and student retention and success. Students who participated in the
IMPACT OF UPWARD BOUND 53
course, were found to continue their enrollment to the fall term of their second year at a
higher rate, completed more of the first academic year, earned higher cumulative grade
point averages and had higher ratios of earned credit hours in relation to the number of
credit hours attempted. Freshman experience courses can be an effective strategy for
increasing the success and development of students during their first year of college.
First year experience courses or first year seminars are designed to accommodate
the needs of first year students, promote academic success, enhance learning and assist in
retaining students in the first year of college (Gahagan, 2000). Results from the 2000
National Survey of First Year Seminar Programming indicates three common goals when
conducting a first year experience course: improving student concept, enhancing skills
and developing a sense of intellect and helping students with college transition by
orienting them to campus resources. Orientation of student resources is considered a
critical factor in student retention.
Learning communities-programs that require incoming freshman to take their
courses together, have also been an effective resource in helping student to adjust and be
academically successful. According to Tinto (2000), learning communities offer students
three variables that are critical to student support sense of belonging and learning; shared
knowledge, shared knowing and shared responsibility. Shared knowing represents the
programmatic elements which require the students to take classes together and have a
shared experience. Shared knowledge represents the learning that occurs through various
courses students take together and the shared knowledge that occurs. Finally, shared
responsibility reflects the expected responsibility students have for each other and
supporting each other in the learning process (Tinto, 2000).
IMPACT OF UPWARD BOUND 54
Sense of Belonging
Using Tinto’s theoretical model of student departure (1975), Hurtado and Carter
(1997) conducted a study with Latino students to determine the extent to which the
student’s background and college experiences affect the first and second years of college.
Hurtado and Carter (1997) found that Tinto’s model of student departure did not take into
consideration the cultural perspective of the student, instead a student’s sense of
belonging was used as an indicator. Therefore, the study also focused on the impact a
student sense of belonging had in the third year of college. The study used the National
Survey of Hispanic Students (NSHS) a national longitudinal study of Latino college
students, the Student Descriptive Questionnaire a survey that is taken upon completion of
the SAT examination, and Bollen and Hoyle (1990) Sense of Belonging Scale a survey
that assesses an individual’s connection with a group or organization. In terms of
academic activities, the research found that there was a strong relationship between
students’ sense of belonging in college and reports of frequent discussions regarding
course content with other students outside of the classroom. Conversely, the researchers
found that working on an independent research project, working with a faculty member
on a research project, or being a guest in a professors home were not significantly
associated with students’ sense of belonging. In terms of participation in organizations,
students who belong to religious organizations and sororities were most significantly
associated with a sense of belonging (Hurtado and Carter, 1997).
Guided by the work of Hurtado and Carter (1997), Johnson, Alvarez,
Longerbeam, Soldner, Inkelas, Leonard and Rowan-Kenyon conducted a national study
and examined the sense of belonging among 2,967 first year students from different racial
IMPACT OF UPWARD BOUND 55
and ethnic groups. Johnson et al wanted to assess whether there were differences or
similarities in a sense of belonging for a range of racial and ethnic groups. In doing so,
the researchers included a variety of socializing factors for consideration. The variables
considered in the study included: student background characteristics, college/structural
characteristics, college environment, perceptions of the transition to college and
perceptions of the campus climate. The study results found that African American,
Hispanic/Latino, Asian American students reported a less strong sense of belonging on
campus than white students. The student’s sense of belonging was influenced by
different experience and environments for different racial/ethnic students (Johnson, et al,
2007).
Hausmann, Schofield and Woods (2007) reviewed several studies that focused on
students sense of belonging (Hurtado and Carter 1997), student involvement (Astin,
1984; Berger and Milem, 1999) and persistence (Bean, 1985) in college. Unlike other
theorist who linked a sense of belonging with other variables, the approach examined
sense of belonging as a sole factor in predicting student persistence in a college or
university. In addition, an intervention the researcher implemented as a part of the study
to test the impact of certain activities and information on helping students to feel
connected to the institution. The study was conducted at a predominately white institution
(77%) with a sample of full time first year students. All of the first year African
American students (8%) were invited to participate in the study along with a random
sample of white first year students. Over the course of two semester (fall and spring), the
students completed three surveys. The surveys contained information about financial aid,
IMPACT OF UPWARD BOUND 56
social and academic integration, peer and parental support, sense of belonging,
institutional commitment and intentions to persist in the fall and spring semester.
Based on the return of the first survey, the students were randomly assigned to
either one of two control groups or an enhanced sense of belonging group. The students
in the enhanced sense of belonging group received communication from university
administrators regarding their participation in the survey along with gifts that bear the
university logo and colors. The goal of the gifts was to expose students to university
paraphernalia to help them feel a greater connection to the university. In comparisonof
the two control groups, one received no gifts as acknowledgement of the completion of
the survey, and the other received communication from a faculty member along with gifts
that did not contain the logo and school colors. The group receiving the communication
from the faculty had the greatest connection, sense of belonging and connectedness to
the university (Bean, 1985).
Summary
This review focused primarily on the following areas; the characteristics of low
income first generation college students and the impact of college preparation programs
and the impact that student involvement has on students’ sense of belonging and
progression of studies in the first year of college. The literature presented shows that
college preparation programs can be beneficial in preparing underrepresented students
with the skills necessary to enter an institution of higher education. Preparation programs
may vary in the types of services, resources and programs offered. However, preparation
programs provide students with the social, academic, cultural and financial resources and
supports required for entry and in their development of a sense of belonging to college.
IMPACT OF UPWARD BOUND 57
Research shows that students who become involvement and join groups stay in
college longer and are more academically successful. Organized forms of campus
involvement provide first generation students with role models who understand and are
committed to helping them understand and connect with their academic environments
(Gardner, 1996). Astin's theory (1985) of student involvement espouses that, the more
students invest physical and psychological energy to get involved in the academic and
social culture of the college, the greater the potential for student success.
As a result of the barriers experienced by first generation students, lack of
academic, social and financial preparation, the literature places a high level of
responsibility on the institution to conduct assessments and engage in activities that
demonstrate the student’s sense of belonging and degree completion. Though personal
challenges may be a factor for students in the first year of college, students are just as
likely to leave an institution due to lack of institutional structure and support (Tinto,
1998). Precollege preparation programming in addition to institutional supports for
entering first generation students, increase the likelihood of students having a positive
sense of belonging, successful first year experience and eventual degree attainment.
IMPACT OF UPWARD BOUND 58
Chapter Three: Methodology
In a review of the research on low income first generation students’ preparation,
entry and retention in postsecondary education, a consistent theme emerged regarding
factors that contribute to student attrition and sense of belonging to postsecondary
education. For many low income first generation students, college preparation programs
serve an essential role in preparing students to enter into postsecondary education and
retention until graduation. Low income first generation college students are considered at
a disadvantage in comparison to the students whose parents had significant experience
with the college or university setting (Billson & Terry, 1982, NCES 2001). Low income
first generation students are at a disadvantage because of the lack of knowledge,
understanding and support in preparation and entry into postsecondary education. Bryde
and Milburn (1990) found the first few weeks to be the most challenging for incoming
freshmen. Their initial experiences often determine if they will leave or stay (Mitigany,
1985). First generation students also tend to have greater difficulty finding the motivation
to attend college, completing the needed academic preparation and testing, and applying
to postsecondary institutions according to the NCES (2001). Research has shown that
low income first generation students were less likely than their non-first generation
counterparts to have completed their postsecondary education within 5 years (Nuñez &
Cuccaro-Alamin, 1998).
The purpose of this study was to identify the factors that contribute to the student’s
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 had completed a college
preparation program aimed at assisting students in entering and earning a degree in post-
IMPACT OF UPWARD BOUND 59
secondary education along with the student’s adjustment and sense of belonging in the
first year of 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 impact low income first generation students’ sense of belonging and
retention in the first year of college?
I used two theoretical frameworks for this study, Astin’s theory of Student
Involvement (1975), a college impact theory, which purports that students learn by
becoming involved and Tinto’s Model of Student Integration (1975) which is one of the
most commonly referred to models in the literature on student retention/drop. The
Student Integration theoretical model explains the processes of integration between the
individual and the institution that lead some individuals to drop out from institutions of
higher education, and that also distinguishes between processes that result in different
forms of dropout behavior (1975).
An ethnographic approach was used for this qualitative study. According to Yegidis
and Weinbach (2006) ethnographic research is descriptive and involves observations and
recording of behaviors. Individual interviews were used to gather the data for this
study. This approach was used to assess the experience and sense of belonging of low
income first generation students in the freshman year of their post-secondary education
IMPACT OF UPWARD BOUND 60
following completion of a college preparation program. The USC UB program was
selected to assess the impact of the activities of the program on the first year sense of
belonging of first generation college students.
This study focused on the impact of the USC Upward Bound (USC UB) program
on students completing their freshman year of college. Therefore, this study focused on
the components of the program that contribute to student sense of belonging. USC UB
is specifically designed to identify, recruit, and provide educational services to low-
income students. The USC UB program offers several program services and resources
for students enrolled n the program: academic instruction and advisement, SAT/ACT
preparation, college tours, tutoring, summer academic program, grade monitoring,
educational and cultural activities, and weekend academic classes at USC. In addition,
the USC UB offers the following academic services:
Development of a Personal Educational Plan (PEP) for all participants
Mentoring Program to increase retention among underrepresented students
Close communication with parents/guardians and school personnel
Close monitoring of school and project attendance
Academic Advisement to monitor academic and social issues that impact
retention.
Special incentives for good attendance and grades with interactive social and
cultural activities such as field trips, sporting events, college tours, and visits to
museums.
Senior Seminar (fall): workshops to prepare students for the college & financial
aid application process
IMPACT OF UPWARD BOUND 61
Freshman Experience (spring): Specialized workshops to prepare graduates for
first year of college.
The USC Upward Bound (USC UB) Program has been a part of USC since 1977. The
program is under the TRIO programs along with Educational Talent Search and
Upward Math/Science. USC UB program serves the South Los Angeles, California
(formerly known as South Central L.A.). South Los Angeles is an urban community
with 238,740 family households. There are 107,135 families residing in the target area
with income levels at or below 150% of the poverty level. Of these families only
13,994 individuals 25 years of age and older residing in the target area have a
baccalaureate degree or higher, as compared to 24% in California, and 17% for the
United States. The USC UB program is in partnership with the following five target
high schools: Crenshaw, Dorsey, Jordan, Manual Arts, and Washington Preparatory.
Total student enrollment in the target schools is 12,170 students. The program serves
150 eligible participants each year or approximately thirty (30) participants per school
(USC UB, 2006 brochure).
The services provided by USC UB program are not normally available to low-
income students: academic advisement, SAT/ACT preparation, college tours, tutoring,
educational and cultural activities, and weekend academic classes at USC. The
program provides services specifically designed to increase graduation rates among
students enrolled in the program and enrollment in postsecondary education with skills
to persist through the completion of a baccalaureate degree.
The program objectives which focus on entry, retention and graduation consist
of the following:
IMPACT OF UPWARD BOUND 62
1). Eighty percent of USC UB participants will attain expected levels of proficiency
on high school on state assessments in reading/language arts and math.
2) Provide continuation of services to 85 % of 9
th
, 10
th
, and 11
th
grade students from
the previous school year (Retention).
3) Eighty-five of the students who enter the program with an expected graduation
date during the school year, will enroll in a program of postsecondary education by
the fall term immediately following the expected graduation date from high school
(Entry).
4) Seventy-five of the students who enrolled in a postsecondary education
institution during the fall term immediately following high school graduation will
be enrolled for the fall term of the second academic year
(Entry/Retention/Graduation).
USC UB program has a comprehensive timeline for meeting its objectives each year.
The program has a start date of June 1
st
with a beginning of the summer component and
an ending date in May with the commencement of high school graduation (USC UB,
2006). The program has been successful in assisting over 96% of the students who
participated in the program graduate from high school. Additionally, over 90% of
participants enroll in a post-secondary institution upon graduation (USC UB brochure,
2006).
IMPACT OF UPWARD BOUND 63
Subject Selection
In Spring 2008, a total of 37 students completed USC UB program, however my
study focused on the participants who were enrolled in the Upward Program for the entire
four years required to complete the program. The study intent was to identify a
purposeful sample of 15-20 students from the South Central program who were
completing their freshman year of postsecondary education and were the first in their
families to attend college. The demographic composition of participants consisted of
males and females. These students were of primarily Latino and African-American
descent. The initial focus was on students who were alumni of USC UB and enrolled in
one of the California State University or University of California system located
primarily in Southern California. As former students of the USC UB program, all
students were selected on the basis of their completion of the minimum requirement of
enrollment and participation in the program from the ninth grade to senior year in high
school.
Data Collection Plan
My study is an evaluation of the effectiveness of the USC UB program. I used a
couple of methods to gather information for this study such as individual student
interviews and meeting with program administrator. The tools used to gather the data
were a brief demographic form to be completed by each alumni of the program.
Extensive notes along with audiotape recordings were used to gather information from
interviews. Interview notes and audiotapes will be reviewed within 24 hours of
completing an interview. Notes were taken of all interactions with students and
administrators.
IMPACT OF UPWARD BOUND 64
The data collected for this study were informal interviews (See Appendix E) with
the program administrator and focused on the program elements such as structure, format
and application. Review of the program curriculum, materials and observation of current
program format and structure to educate researcher on elements of the program and
observe current student response to the program. Initial contact with each participant was
conducted by email and a follow up telephone call to confirm participation in the
study. Individual face-to-face interviews were scheduled with each participant and were
60-90 minutes. In the event face-to-face interviews were difficult to schedule, telephone
or teleconference interviews would be used as an alternative.
Each participant was asked to complete a biographical questionnaire (See
Appendix B). Data from the varied sources provided more depth and increased richness
in the information gathering and assessment phase. To assure accuracy of information
collected, a tape recorder was used to record all interviews. The initial background data
was collected early in the spring semester. The interviews and focus groups commenced
with students in mid spring. All of the data collected was then reviewed, transcribed,
coded and analyzed.
Data Analysis
The data was organized using Creswell’s six steps for data analysis and
interpretation (2003). The analysis of the data was implemented by engaging in the
following steps: first, organized all of the information that was collected and prepared the
data for analysis. An excel spreadsheet was created by which the results of all of the data
gathered can be entered. Next, a review of all of the data, begin the process of assessing
the meaning of what has been collected. As additional data is collected, I continued to
IMPACT OF UPWARD BOUND 65
engage in the previous steps indicated. Based on my analysis I organized the information
in a manner that identifies themes to be established as similarities in the information
arises. This was a part of the initial coding process. Next, based on the codes selected, an
excel spreadsheet was used to develop themes, patterns or categories that may be
emerging in the data collected. For the purposes of coding, descriptive statements from
the interviews will be used to identify the patterns and to support the information
gathered from the multiple interviews. Finally, all of the information was reviewed to
provide interpretation of the results of the data. An interpretation of the information and
the research relevance is determined in this final analysis (Creswell, 2003).
Validity and Reliability
Validity and reliability are essential aspects in data collection process. Validity
can be used to assess the accuracy of the data that is collected by the researcher
(Creswell, 2003). The goal of this researcher will be to determine if the data collected is
accurate information which assists in the validation of the study.
Reliability pertains to the consistency of findings and the instruments used in the
study or the degree to which an instrument measures the same way each time it is used
under the same condition with the same subjects (Morse and Richards, 2002). A measure
is considered reliable if a person's response on the same question given twice is similar.
A factor for consideration in these two areas was the consistency of the information that
is presented by the participants in this study.
Study Limitations
One of the limitations of this study was the limited selection of participants who
successfully completed the USC Upward Bound program. As previously indicated
IMPACT OF UPWARD BOUND 66
another limitation of the student was that each of the participants in the study were
African American. As a result of these limitations, I conducted a partial assessment of the
program and the students who participated in and completed this program. Based on this
limitation, this study is also not generalizable thereby making it impossible for this to be
considered as a global experience that can be applied to all students. This study is only
for students who have completed a college preparation program. Though students
participated in a significant amount of academic preparation over a period of four years to
enter college, there is little if any emphasis on preparation of other factors related to sense
of belonging in the first year of college, which includes the social, emotional and
relationship aspects of entry to college.
Ethical Considerations
The ethics of research must be at the forefront when conducting
research. Informed consent, whereby participants agree voluntarily to participate and can
withdraw at any time, will be explained. All participants were appropriately briefed,
informed of the purpose of the research, and their rights as participants in the study.
Participants will be informed of the study results at the conclusion of the study. The
privacy and confidentiality of all participants will be upheld by assigning pseudonyms to
all participants. The information in the study records will be kept strictly confidential.
Data will be stored securely and will be made available only to persons conducting the
study unless specific permission is given in writing to do otherwise. No reference will be
made in oral or written reports, which could link the participants to the study.
IMPACT OF UPWARD BOUND 67
Background of Researcher
As an African-American female administrator of a graduate program at a tier one
research institution, I am often approached by students who are the first in their families
to attend college and express the importance that degree attainment has on them and the
family. In some cases during their educational journeys they may have met someone
who was impactful in providing them encouragement and moral support as they
transitioned along their educational path, however in many cases due to lack of
awareness, there was no guidance, support, or encouragement received from the family
or other sources of community support. Keeping in mind my awareness of student
limitations and challenges in higher education, my intent in doing this research is to be as
objective as possible in order to be reasonably accurate in gathering and analyzing
authentic data. It is important to hold an awareness of potential subjectivity and prepare
for this in the research design. When a researcher is studying someone similar to oneself
in life experiences, the research requires attention to this aspect of the study. According
to Patton (2002), because the researcher is the instrument in qualitative inquiry, a
qualitative report should include some information about the researcher. In particular, the
researcher should report any personal and professional information that may have
affected the data collection, analysis, and interpretation.
I will therefore briefly provide information about my experience as an African
American first generation college graduate. As a young African American student
attending a public high school in rural Mississippi, no information was provided, nor
encouragement or opportunities to participate in college preparation programs for
minority students. Many minority students were not considered as college eligible or
IMPACT OF UPWARD BOUND 68
interested in pursuing post-secondary educational opportunities. Minority students were
not provided any support or assistance in applying for local colleges and universities. As
a low income student with no family background in postsecondary education, I was left
to apply to local colleges and universities without the supportive assistance of a
knowledgeable counselor/advisor from my high school.
The opportunity to attend a historically black college, involvement with student
organizations and the support of faculty and staff, were all factors that contributed to my
successful completion of the bachelor’s program and the ultimate pursuit of a master’s
degree. Based on my experiences, I have an interest in the factors that contribute to the
success of low income first generation students’ entry into college, retention and eventual
graduation. In consideration of this study, I was aware of how my experiences may
impact my view of students’ ability to succeed or not succeed in post-secondary
education. In conducting my interviews and gathering information, I strived to listen to
participants’ experiences with an open mind not expecting them to be similar to mine or
the experiences of students in the program.
Conclusion
In chapter 4, I presented the results of this study of low income first generation
students and assess the impact of the USC Upward Bound program on students and the
factors that contribute to student retention and sense of belonging in the first year of their
post-secondary educational experience. In chapter 5, I made a connection between the
findings from this study and existing research. I also made recommendations for future
considerations of college preparation programs and student success in the first year of
college.
IMPACT OF UPWARD BOUND 69
Chapter Four: Results
The purpose of this study was to identify the factors that contribute to the
student’s 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 have
completed a college preparation program. Upward Bound aimed at assisting first
generation students in entering college with the ultimate goal of completion and earning a
degree. This chapter presents a summary of the results from the individual interviews
first year college biographical questionnaires and varied information collected as a part of
this research. Some areas of consideration for this research were directed towards the
student’s completion of coursework and the student’s sense of belonging at the
institution, in which they are currently enrolled. This study intended to contribute to the
existing knowledge on student entry, retention and graduation with a focus on the student
perspective. This chapter will be divided into three broad sections: an introduction which
includes the participant demographics, the results, and a summary.
Participant Demographics
According to the Executive Director of the Upward Bound program, there were
originally 44 students who completed the requirements of the Upward Bound program in
Spring 2008. During the data collection phase of the study with the support of the
program executive director, all students were contacted via email, phone, or Facebook to
request their participation in this research study which included the completion of a
comprehensive demographic survey modeled after the Freshman Survey and the First
Year of College survey. Both surveys were used to obtain demographic information
about students entering their freshmen year in their respective colleges and universities.
IMPACT OF UPWARD BOUND 70
Individual interviews were also conducted with each participant as well. Though several
students indicated an interest and a verbal commitment to participate in the study, of the
44 students, nine students started the demographic survey and a total of five students
completed the entire survey. Of the five, three students: two African American females
and one African American male participated in a face- to- face 90 minute interview
regarding their first year college experience and interaction with Upward Bound. Refer to
Table 4.1 below.
Table 4.1
Demographics of Study Participants
Demographic n
Gender
Male 1
Female 2
Ethnicity 1
African American 3
Class Standing
Sophomore 3
In all of the interviews, I found the three student participants to be very engaging,
motivated and confident during the interview process and extremely confident about their
commitment to attend college, obtain a college degree and prepare for their future
aspirations. They equally, commented on the commitment and support received from
their families to obtain their degrees and reach their goals. To protect the identities of the
participants, pseudonyms have been used for the presentation of research results.
Catherine is a 20 year old African American female who resides in South Los
Angeles, California. She presented herself as a very poised and confident young woman.
She indicated she has an interest in fashion and self-care. She was a very conservative
and polite young woman who became more relaxed as the interview progressed. In her
IMPACT OF UPWARD BOUND 71
immediate family she has two sisters and two brothers and is the second youngest child in
the family. Her parents have been separated since she was approximately five years old
and she was raised by her mother, however maintains contact with her father. She is a
full time student at the University of Berkeley where she plans to major in nutritional
science. When in Los Angeles, she resides with her mother.
Catherine indicated her mother has an Associate degree and her dad a Bachelors,
however she was not aware of the type of degree received by her parents. She also
indicated all of her siblings started college; however none were successful in completing
their degrees. Catherine spent all of her primary and secondary education in schools in
South Central where from an early age she was always involved in extracurricular
activities. She indicated she always completed her work, however approximately the 5
th
grade is when she really started getting more interested in school. Catherine was enrolled
in a Math and Science magnet program at Washington Prep, an urban comprehensive
high school located in South Los Angeles. She asserted that she really applied herself in
high school, where she was on the honor roll and maintained perfect attendance.
Catherine was introduced to the Upward Bound program in the ninth grade by the
college prep office. She was encouraged to sign up for Upward Bound and received
permission from her mother to participate in the program. She was consistent in
participating in all of the required meetings for the program such as meetings with the
Upward Bound staff to review academic status, Saturday sessions and workshops aimed
to prepare students for the college going process. Through the end of her senior year, she
continued her involvement in extracurricular and volunteer activities; she indicated this
was a way in which she remained connected to her school work.
IMPACT OF UPWARD BOUND 72
In addition to the Upward Bound program, in the 10
th
grade she was admitted into
the University of California, Berkeley, Early Academic Outreach Program (EAOP), an
academic preparation program that works with students at underserved schools aimed at
increasing opportunities for students to be able to obtain a college education. Catherine
describes the UC Berkeley program as very selective and requires that students spend 6
weeks at UC Berkeley in the summer. She was amongst 22 students selected statewide to
attend the program and received a scholarship that pays 100% of her tuition. In her
Freshman year Catherine earned a grade point average.
Anthony, participant 2 is a 20 year old African American male who resides in
South Los Angeles, California with his parents. Anthony was very casually dressed and
appeared relaxed during much of the interview. He presented as a very confident young
man with a sense of purpose and direction with strong family values. He is a graduate of
Dorsey High School, where he was actively involved in school activities and played
football. He is the younger of two children with an older sister in the family. He
currently attends Southwest Community College where he is a full time student and plays
football on a football scholarship. He is working on completing his associate degree;
however he has future plans to transfer to the University of Houston to major in business
management or engineering. In his freshman year he earned a 3.2 grade point average.
Education is an important element in this family as evident by a degree completed
by his mother at California State University, Los Angeles and a degree by his father at
SDAC San Diego State University. In addition to his parents, Anthony also indicates he
has an uncle who completed his degree and has been very beneficial in providing him
encouragement and support in pursuing and eventually completing his degree. When
IMPACT OF UPWARD BOUND 73
asked was there ever any question of him attending college, he stated, “not attending
college was not an option, it was a matter of what college was he going to attend.” The
family has always been encouraging of him and his sister to pursue and complete college.
He was always a good student and never experienced any problems academically in high
school nor currently in his college experience.
Anthony was introduced to the Upward Bound program in the ninth grade by
some of his peers through word of mouth. Dorsey High School was one of the schools
within the boundaries of the USC Upward Bound program. His parents supported his
involvement in Upward Bound by completing the necessary paperwork that allowed him
to complete in the program and through their participation in the required parent
meetings. During his years as a high school student with Upward Bound, he enjoyed the
many elements of the program and found his experience with the program beneficial in
considering the factors to consider when selecting a college. He acknowledges that there
were a couple of elements of the program that stood out most for him, however the one
that he recalls being the most beneficial were the various college campus tours and
presentations from college students regarding their college experiences.
Sandra, participant 3 is a 20 year old African American female who currently
attends University of California Riverside (UCR), as a full time student where she plans
to major in Sociology. Sandra earned a 2.8 grade point average in her freshman year.
When the invitations were sent for students to participate in this study, Sandra was the
first student to respond and was most interested in assisting this researcher learn more
about her experiences as a student. Upon meeting Sandra, I found her to be a very open
and friendly student during the interview process. She responded well to most questions
IMPACT OF UPWARD BOUND 74
without much probing. She was very relaxed and it was easy to engage with her. She
currently lives in off campus housing, however when not at UCR, she resides with her
mother in South Los Angeles. Sandra is an only child, however her father has nine other
children making them her step siblings. She acknowledges while her mother is not
college educated, she always encouraged Sandra academically to strive for attending and
completing college.
Sandra was introduced to Upward Bound in the
n
inth grade when she visited her
high school college career office at Dorsey High School. Though she was always
encouraged she also admits that she was not genuinely interested in college until she
entered the program. She recalls receiving the support of her mother to participate in the
program. Establishing and maintaining the relationship with Upward Bound was
significant in helping the student and her mother to understand all of the information and
decisions students and their families are required to make when considering college.
Sandra reports a commitment to the program that lasted from ninth-twelfth grade. In
doing so, she was able to establish good study habits in high school which lead to
maintaining good grades, and developing her academic goals to attend college.
All three participants had very interesting backgrounds with a strong
commitment to attending and completing college. Though each had different stories,
there were many aspects that connected them, such as being first generation African
American students, supportive families, and living in an urban environment surrounded
by the many distracters of intercity living brings, such as exposure to gangs, crime, drugs
and alcohol. Through it all they were able to remain amongst the top students in their
class and remain steadfast in their commitment to attend college.
IMPACT OF UPWARD BOUND 75
Having provided a description of each participant, next the results of the study
will be presented. The results are presented by research question followed by a
discussion of important indicators that were identified in the interviews with the
participants. These indicators can be identified by the responses that are presented by
each participant.
Research Question One Results
The purpose of research question one was to determine the components of the
Upward Bound program that contributed to student adjustment and retention in their
first year of college. Three areas were considered when looking at question one; the
impact of the Upward Bound program on students, mentoring and advising and the
student transition into a university experience. Upward Bound was selected because it
is one of the three programs offered to low income first generation students in
amongst the TRIO programs. In addition to Upward Bound, the remaining programs
included Talent Search and Student Support Services all of which are federally funded
college preparation programs that offer a variety of programs, services and resources
for low income students and their families. The goal of the Upward Bound program is
college entry, retention and graduation for students enrolled in the program.
Mentoring and advising are important elements in college preparation programs such
as Upward Bound (Tierney, Venegas, 2004; Swail & Perna, 2002). Since this is a
component of the Upward Bound programs, the intent of the researcher was to
evaluate the impact and the role that mentoring and advising had on the experience of
the students. Finally, another important focus area is the student’s transition into the
university. This being the ultimate goal of Upward Bound, college preparation or as
IMPACT OF UPWARD BOUND 76
defined by Tierney, Corwin and Colyar (2005), “intellectual scaffolding”, which
represents the knowledge, resources, supports and skills that are critical for a student’s
transition and entry into college .
The Impact of the Upward Bound Program on the Students. For many first
generation college students, college preparation programs serve as an entry to college and
a future filled with limitless possibilities. For the many students and their families who
make the sacrifice to participate in the Upward Bound program, the overall goal is the
same, to obtain the necessary resources to qualify for college, develop the skills required
to enter college and to demonstrate the skills necessary to successfully maintain and earn
a college degree. Upward Bound provides intensive programs and supports to assure that
students receive the knowledge skills and support required for their success in the
program and eventual entry and completion of an undergraduate degree. Three of the
major programs provided are as follows:
A Saturday academy, which requires weekly meetings on Saturdays where
students and their families are exposed to workshops, tutoring and learn more
about the college application and admissions process.
Summer Bridge- a Summer residential program which provides students with a
simulated college experience where student reside in the dorms on a college
campus and attend classes daily with homework required for each course.
Follow up and assessment allows for weekly onsite visits and sessions at local
high schools. Upward Bound counselors are able to follow up with the student
and appropriate school personnel to assure that the student making appropriate
academic progress to complete high school requirements.
IMPACT OF UPWARD BOUND 77
Though there are differences in the research on the effect of the program on students,
McLure and Child (1998) and Mathematica Policy Research, Inc, (1999) would suggest,
that they benefited from their experience in the Upward Bound program. This was
evidenced in the positive comments by students regarding their interactions with staff,
participation in the program activities such as workshops, college tours and Saturday
Academy and Summer Bridge programs.
First, emphasizing the impact that the program had on her, here is what Catherine
had to say:
I would say USC program mostly helped me with staying on track with my
classes, also exposing me to the different universities in California, so that’s
where I got most of my help from that program, also I would say my college
application they helped me a lot, like with my essay, making sure everything’s on
time, sending in forms to these different colleges making sure I get accepted, so I
believe they helped me a lot with that.
Anthony focused on how the program helped him to remain on track while
enrolled, thus beneficial in his transition to college. He indicates that guidance is
important. He states:
I would say USC program mostly helped me with staying on track with my
classes, also exposing me to the different universities in California, so that’s
where I got most of my help from that program, also I would say my college
application they helped me a lot, like with my essay, making sure everything’s on
time, sending in forms to these different colleges making sure I get accepted, so I
believe they helped me a lot with that.
IMPACT OF UPWARD BOUND 78
Additionally, he said, “I think the program was very informative and again like putting
smack dab in the middle of college and putting us here and it just helps take the college
courses that really opened my eyes in a good way”.
Sandra emphasized the professionalism of the staff members. She indicated,
“They were all professional, I mean, they all had good credentials and great backgrounds
so that was a good set of people to like, when you hear their backgrounds, say oh I want
to do that, so that way as a role model, yeah”.
Second, specific qualities of the program were expressed by the students as most
important. Catherine highlights how the program helped her to stay on track emphasizing
follow up and support as specific qualities of the program. Here is what Catherine had to
say:
The program helped me to stay on track, provided reminders to turn in forms and
requirements. They were a helpful, resource in high school. I think it helped me
stay on track with my classes. It kind of was like a reminder because sometimes I
would come into the office and I wouldn’t turn something in and they were like
did you turn that in, oh I forgot, so it was a great reminder to have people that was
always there for you if you needed any help, they were like another resource,
because a lot of time in high school you have these resources but you don’t have
people that’s constantly on you to do things, because I was busy.
Anthony was pleased with how the college tours offered in the program because it
provided them with a mock experience of what it would be like as a student on a college
campus:. He states:
IMPACT OF UPWARD BOUND 79
I think it was very informative and again like putting smack dab in the middle of
college and putting us here and it just helps take the college courses that really
opened my eyes in a good way but I think the downfall was the switching of so
many staff members and stuff that kind of messed you up, trying to, a connection
with people and they already know your background and everything, and it’s kind
of hard, takes time for people to switch and get to know you, what’s going on and
you to know them so it was pretty hard with that but in relation to the classes and
preparation, it was all pretty good.
Anthony also identified:
Application review and completion was also another important element of the
program. It was all structured and was completed on the computer. The staff went
through it step by step over a period of time. That’s how I can remember the
application where you fill out of course your name, date and school and
everything. They matched us by school so they could point out some of the
similarities in the application process. So, everything was structured and good so
there wouldn’t be any mistakes when you sent to university.
Sandra’s face brightens as she shares about her experience with Saturday
academy. She asserts that:
The Saturday Academy and the workshops were helpful. I wasn’t too good at
math but we would have a math and English class for Casey prep. And I think
that really helped a lot as far as the math part. So, yeah the Saturday academy
was good. It was every Saturday morning from 9 to 12. Yeah, from 9 to 12, so it
was a couple of hours in the morning. It was helpful.
IMPACT OF UPWARD BOUND 80
All of the students were actively engaged in the Upward Bound program and
found it very beneficial as evidence by their comments below. Generally speaking each
participant was able to clearly express their appreciation of the contribution and impact
that Upward Bound had on them. While students benefitted in many ways, they
highlighted some specific areas which served to be most beneficial. First, each student
was enrolled in the program for the entire duration, ninth through twelfth grade, thereby
benefiting from the long-term involvement and relationships established with other
students while the program. Second, their participation in the program exposed them to
such activities as academic support and advisement, college tours, financial aid
information, application review and preparation, and career planning. Third, their parent
involvement and participation in the program provided the necessary “intellectual
scaffolding” for entry into college (Tierney, Corwin & Colyar, 2005).
The contribution to student learning was expressed in various ways. Catherine
focused on how the program exposed her to different universities within California. She
said:
I would say USC program mostly helped me with staying on track with my
classes, also exposing me to the different universities in California, so that’s
where I got most of my help from that program, also I would say my college
application they helped me a lot, like with my essay, making sure everything’s on
time, sending in forms to these different colleges making sure I get accepted, so I
believe they helped me a lot with that.
IMPACT OF UPWARD BOUND 81
For Anthony, though already academically a strong student, he still emphasized how the
program helped him to consistently maintain his grades and become a better student. He
stated:
The program helped me to become a better student because you had to keep a
certain grade point average to stay in the program, so it helped me stay focused
and not slack off even though I, like I have my own self drive and everything but
still to have that behind you and just to check you, keep you humble.
Sandra revealed that the courses were helpful because it helped her with study
habits and working on being a better student. She asserted:
I would say the courses that we took. I would never forget those courses. They
helped me a lot. Especially the ones where we had the most work. Because I
would just remember how we did have a lot of work and a lot of us weren’t used
to it. These classes help me to be a better student and to be more focused.
In addition to the many contributions communicated by the students, this section
will also highlight some of the limitations as expressed by the students during their
participation in the program. In consideration of the many components and qualities of
the program, it was important for this researcher to gain a comprehensive understanding
of the students’ experiences in the program and the impact the program had on each
student. The students were also able to provide information on some of the challenges or
limitations experienced while in the program. Though these limitations may appear
benign on the surface, to the participants, it created a challenge that in some ways
impacted their overall participation in the program. One example that struck me as most
interesting was the expectations for attendance of Saturday Academy and how this may
IMPACT OF UPWARD BOUND 82
create a challenge for those students who are athletically inclined and may participate as
an active member of either their high school or local intramural sports team. In cases
where students are considered as valuable members of their team and are critical for the
success of the team, this may present as a challenge for either the team or Upward Bound
with the expectations of attendance at the Saturday Academy. Potentially, this limitation
may also be sending the message to students that sports or extracurricular activities lack
the same interest and investment as academic preparation. Students who are actively
involved in extracurricular activities may see this as a hindrance to their participation in
extracurricular activities and opt not to participate in the Upward Bound program. For
these students, a more balanced approach with focus on both the academic elements and
their involvement in extracurricular activities.
The following comments reflect some of the limitations presented by students in
their participation with Upward Bound. In some cases these limitations created barriers
for the student, which ultimately impacted the quality of their learning experiences.
According to the students, these barriers created some concern as to whether the Upward
Bound program was understanding and considerate of the students’ reaction to the
barriers and their participation in the program.
Catherine, an athlete on the track and field team, was concerned about the conflict
that this created for her academically as well as her role as a student athlete said, “I had a
problem with the Saturday classes because it impacted my participation in track meets
and caused friction between me and the coach.”
Anthony was concerned about how the turnover of staff had on the continuity of
information shared and relationship building amongst students and staff. He said:
IMPACT OF UPWARD BOUND 83
Switching staff wasn’t helpful and the lack of communication. There was one
time, it was a class we took but they it was somehow that we took the class
through the whole summer and the way they had it was so that we ended up not
getting credits so they, it was the lines of communication with the teacher and the
middle, him saying it wasn’t through USC, it was through another high school so
it wasn’t getting college credit. So it was, some parts were not fully planned.
Additionally, Anthony expressed:
I think another area that could have been stronger and probably updated to make it
stronger was the SAT prep, when they had it. It was offered once a week and I mean
that’s fine but I mean SAT for some people like for me it was pretty hard, and ACT it
helped a little with that, I just felt like a little better preparation would have been helpful.
I might have felt it impacted me more personally, because it was pretty hard.
Like many students in Upward Bound Programs, the participants in this study
experienced a range of experiences both positive and negative. Regardless of the impact
of these experiences, each student was successful in their transition and adjustment in
their freshman year of college.
Mentoring and Advising. Mentoring and advising are critical aspects of the
academic development of students, therefore, the intent of this section was to gain an
understanding of the student perceptions of the role of a mentor and where
mentoring/advising may have occurred within Upward Bound, their high school
experience and transition to college. Mentors/advisors may serve in different capacities,
however for the purpose of this study the students described mentors who served as a
positive role model, a person who helped the student to prepare for college, a person to
IMPACT OF UPWARD BOUND 84
share personal experiences about college, and someone to help with life struggles and
success. The student’s responses and interpretation of experiences varied in this area of
the study. This could be an indication of a couple of factors related to the student lack of
understanding of the role of an advisor/mentor, inability of the student and
mentor/advisor to establish an impressionable relationship or the lack of effectiveness of
the mentors/advisors that have served in this capacity.
Catherine defines a mentor/advisor as someone she can seek help from. She said,
“someone she could ask questions and learn more from.” Sandra defined the role as
someone she was able to seek advice from by describing the role as:
Someone who you can talk to, give advice to, help students but especially if you
know that you come from a place where most students don’t go, some students
don’t finish high school not to mention continuing school going to college to
university. Basically just to show them the little bitty things that they need know
in order to proceed to finish high school and to set like family issues aside and to
just continue to do what they, the best they can in high school.
Anthony’s experience has been a more inclusive, approach based on observations,
he shares:
For me, I would say a mentor has not been one exact person, however I fed off of
everybody. It was not so much talking, but I adapt, not so much to follow what
they did but learn from their mistakes. I would prefer to have more than one
mentor to talk to and seek advice.”
Many mentoring/advising relationships serve as a link or bridge to students in the
sharing of information or providing the necessary support to plan personal or professional
IMPACT OF UPWARD BOUND 85
goals. High school students are an appropriate age to begin this process as they navigate
the high school experience and prepare for transition into college or other career choices.
Each of the participants were able to share their experiences interacting with self-
identified mentors/advisors. Though few examples were offered on the context of the
relationships, each participant appeared to have had a positive experience interacting with
their mentor/advisor.
The following excerpts outline the participant’s experiences with
advising/mentoring process within Upward Bound during high school. Catherine shares
her experience with individuals who have served as mentors in her life. She has embraced
a more inclusive approach which identifies many individuals who are able to contribute
to her learning and development. With much enthusiasm she indicates:
I believe that everyone who came to help me was a mentor because I was the
person who asked a million questions, sometimes people, even people that I
socialize with on a social level, dang she won’t stop asking questions, so I believe
they were all mentors because I used to ask them about personal life, it wasn’t
their job, but I asked so I think they were all, they were willing to open up, even
when I used to ask them did you go straight to college or did you mess up,
because that’s one thing too, growing up, a lot of times when you get to a certain
age they don’t tell you messed up in this certain area, they want to tell you all the
good things, but then you want to kind of know about life.
Though Anthony appeared to have positive interactions with his mentor, his
responses were more tentative regarding his interactions with the mentor. Thus he shares:
IMPACT OF UPWARD BOUND 86
I think through the structure of the program it requires that selected staff member
go to each school, I think mine, she was mentor to other women in the program.
Like they related with her, but I didn’t have a problem with that. I still related
with her also but I think some people have mentors through the program, but it’s
just me, I guess just different.
Sandra indicated a positive and informative experience. She excerpts:
Most of the mentors that came up to our schools wanted to make sure that we
were taking the right courses to pass the high school requirements and to be
eligible for the UC and Cal State college systems. So they made sure we were
taking the right classes and that we stayed up with our grades and kept our grades
up. And they would take us on college tours and to show us that there is life after
high school as far as with school. They were nice and they were available if we
needed to talk to them outside of school related things and stuff like that. Good
mentors.
As previously indicated one of the roles of a mentor/advisor is to assist students
with preparing for the transition to college. On the one hand, though each participant’s
definition and experience with mentoring and advising was unique to their personal
experience, based on these interactions and experiences, this researcher could see the
impact the relationships had on their preparation and transition into college. On the other
hand, a more formalized approach that includes a definition and introduction of who
would serve as their Upward Bound advisor, the role and benefits of the advisor may
have provided greater consistency and understanding of the of the role of an advisor and
how to better utilize them as an asset in the college preparation and transition process. In
consideration of their transition and adjustment to college, the next section which focuses
IMPACT OF UPWARD BOUND 87
on the transition into the University will further explore the role of college advisement in
the participants’ transition into the first year of college.
Transition into the University Experience. The goal of Upward Bound is to
provide students with the resources and tools necessary such as weekly meetings,
tutoring, college tours, etc., to prepare for successful transition into college. Upward
Bound’s goal to provide the skills, knowledge and exposure to “college like” experiences
should have an impact on the student’s transition into college. This section will therefore
focus on the student’s experience with their preparation to enter college, the transition
into their first year of college and the student’s sense of belonging in the first year of
college.
Freshman transition is an important factor in the success of students in the first
year of college. Many colleges offer programs such as Learning Communities and
freshman adjustment programs that support the transition and adjustment of freshman in
the first year of college. Each of the participants experienced a very different
introduction and transition to college, however each appeared to have a successful
transition into the program.
Catherine’s experiences the Summer Bridge Program helped her to prepare for
what to expect as a student in college, which in turn allowed her to make a smooth
transition in her college experience. She states,
Being exposed to Summer Bridge in the Upward Bound program was very helpful
because we were given tutors. In my first semester of college, I learned that we
got tutors, we got some peer advisors, they have ELP, it’s an education
opportunity program. We are assigned a peer advisors and we go to them and we
IMPACT OF UPWARD BOUND 88
set up appointments a lot and sometimes advisors set up appointments with us and
we talk about our academics, our social life, how we’re feeling, we have the
student learning center, so basically the offer tutoring for different subjects from
Math, Science, English, Writing, whatever you need help in, you sign up for it
and there are students that help you.
Anthony also expressed his appreciation for his participation in the Summer
Bridge program and how it prepared him for what to expect while he was in college He
shared.
My transition to college was great. It was helpful being exposed t the college
tours and the Summer Bridge program. It provided a good introduction of what to
expect once I was ready to attend college. Just the whole freedom aspect and how
you could have class after class after class and some days you will have one class
and then the next you have two or three or you study and especially how you can
set your own schedule, I like that. And I was ready for it too; I was ready, even
though with so much freedom, I still knew I had to studying and all that. So, it
was great and then also a couple of my friends went to another university, so I
went up there to see how it’s done, how it’s not much different and how the
credentials may be different, what school and we were graduated by how
different, some jobs may look different, I mean but in fact we are getting like the
same thing or I may be getting more or they may be getting more but a little
different and so I wasn’t turned away.
Sandra also experienced a positive transition, however experienced some
academic challenges initially. She recalls:
IMPACT OF UPWARD BOUND 89
I really enjoyed the experience and it went by fast. I did ok, but not as good as I
would have liked to do. I could have done way better. I was placed on Academic
probation because I did bad the first quarter and it scared me so like I don’t know
what I was. Like I thought I was doing good but it was only one class that I did
bad in. So I didn’t understand how that placed me in academic probation but it
did. I had got two B’s and a D. I spoke with an advisor and was able to pull my
grades up for the second quarter. It was helpful to have the support of the advisor.
Catherine was very reflective of the experience when comparing her freshmen
year to the sophomore, she espouses:
I just feel like your freshman year you learn so much to where your sophomore
year gets easier but one thing I did learn from freshman year to sophomore year
was that the big lecture halls that I was in, once I got into my sophomore year, I
didn’t really realize that the feel of the teacher, the classes, the students, would
change. I didn’t really think oh 400 students, that’s a lot of students, this is going
to shape how I learn. The professors were down to earth, close to the students;
this is kind of when my study groups came into play. I learned that the professors
had office hours and going to their office hours, meeting up with different
students, the small groups that we had since it was only like 15 to 20 students, we
always met up. We were friends. We knew each other’s numbers.
Student advisement serves a critical role in the learning and adjustment of student
in the first semester and year of their college going experience. A successful transition
into college also impacts the students’ sense of belonging and connectedness to the
program and college. Each of the student’s experiences demonstrates how access to
IMPACT OF UPWARD BOUND 90
advisement has impacted them in their first semester and year of college. Though
different approaches were taken, each student appeared to receive the information and
support necessary for an uneventful transition to college.
Catherine recalls a very caring and supportive relationship with her freshman
advisor and shares her experiences warmly:
My college counselor, I was so close to her. It’s a weird situation because people
complained about her saying that she didn’t help them but I think it’s more of you
have to outreach to these people and I was good at that, that’s why I said that I
had to learn at a young age that I have to use my resources because they’re there,
it’s just that not everybody are taking them.
Anthony’s experience was more structured and less personal, however still guided
him successful through the advisement process. When sharing his experience he recalls
the following:
In my first college you had to go in and meet with the advisors, however it was
not enforced. In my transfer to my second college, it was a must that you meet
with the advisors to discuss your required courses. I guess I was so attracted to
the program because of how they set it up, they set it up on paper so you could
exactly what classes you need to transfer, how many of those classes are, what
type of classes, and which classes is fitted to your curriculum and which criteria, I
think the advisers did a great job advising on the program and also advising
outside of school, towards planning, like planning your life and everything.
IMPACT OF UPWARD BOUND 91
Sandra also expressed a positive and rewarding experience which assisted in her
adjustment to freshman year. She recalls having workshops and meetings in the following
manner:
We had workshops about stress management and things that will help us on
campus. Like eating right, planning our time, study habits and making sure that
we read and take notes and go to class, things like that. So we had a lot of
workshops preparing us for that after we or even all throughout like the summer
and Saturday academy, we have like life skill classes and workshops just to tell us
about, you know, to make sure we plan out our days and stuff like that. It was
helpful.
Research has found that a student’s sense of belonging is an important factor for a
student integration and academic motivation (Freeman, Anderman & Jensen, 2007). A
sense of belonging relates to how the student feels connected to the University and how
the university demonstrates a commitment to connecting with the student. This
discussion will reveal the experiences of the participants’ transition in the first year and
how they perceived their connection to the University.
Catherine felt a sense of connectedness with the campus and described her various
campus affiliations as follows:
Yes, felt connected and felt like I belonged on the campus. In the college
community, I had a sense of connectedness to the community, in a couple of
different areas, the Black student union and the Rugby team. I felt connected to
each of them in different ways.
IMPACT OF UPWARD BOUND 92
Anthony also experienced a positive transition and connection to campus. He
shared, “As a student athlete I felt connected to the college did not feel out of place, like a
black sheep or anything. I liked it being a part of the program.”
Sandra felt connected and used her peers and formal structures on campus, such
as counselors to assist with her adjustment. She indicates:
I felt welcomed as far as like the counselors and everything. You have to go to
them. They don’t come to you. I caught onto that and if you have a problem you
just go and talk to them and stuff. So you just when you know that you need
something go to them but they’re not going to come to you
The responses suggest that each were transitioning into a university that was
sensitive to the challenges of both freshman and first generation students, however it was
the exposure to the college preparation programs offered thorough Upward Bound that
prepared them in knowing what to expect in their first year of college, developing study
skills, utilizing appropriate resources, establishing peer supports and accessing other
necessary services and supports.
Research Question Two Results
he purpose of research question two was to determine what factors have an impact
on low income first generation student’s adjustment and retention in the first year of
college. Family, peer group and the motivation of the student are critical factors in the
success of the student. After conducting years of research on college preparation
programs, the Center for Higher Education Policy Analysis (CHEPA) developed nine
important factors that are important to consider in the success of college preparation
programs. These factors ultimately have an impact on the success of students enrolled in
IMPACT OF UPWARD BOUND 93
the programs and their pursuit of college. The family and peer groups were amongst the
nine areas considered as important aspects of the program (Tierney, Corwin, & Coylar,
2005). The family and peer group were two of the areas considered by this researcher as
important aspects for the adjustment and success of the students.
In addition to the impact of the family and peer group, each of the participants’
were highly motivated and committed to being able to attend college from a very young
age. For some, it was an expectation of the family, for others it was their own intrinsic
drive, motivation and commitment to obtaining a college degree. This was
communicated in many ways and also demonstrated through their involvement and
completion of the requirements of the Upward Bound program and other college
preparation programs.
Family. In the African American community the role of the family and family
relationships, both immediate and extended are generally an important element in the
lives of the members. In addition to enrollment in the Upward Bound program, each
participant’s families provided motivation and encouragement throughout high school.
Without fail all of the participants were able to communicate this in a manner that
expressed their families support and investment in their success in high school and
continued support as they transitioned into their first year of college. Each student
expressed how their participation in Upward Bound was a major factor in helping them to
learn many important aspects of preparing for college. It was viewed as a program that
would assist each student in gaining the necessary tools and information required to be
successful in their transition to college.
IMPACT OF UPWARD BOUND 94
As a first generation student considering college, many students and their parents
have limited knowledge and awareness regarding the college going process. For those
families interested and committed to learning more about colleges, college preparation
programs such as Upward Bound provides the information required for students and their
families to understand the many aspects of the college going process.
Catherine was very supportive of her and program, she recalls: “Mom permitted
me to sign up for the program and supported me by providing transportation to the
required events.”
Anthony’s parents supportive of his participation in sports and Upward Bound which
required additional time and coordination of their schedules. He relayed:
My parents supported me by letting me go to the Upward Bound program. The
program sometimes required that you stay overnight, or a whole week. So they
supported me in letting me participate in the program. I would call them every
day letting them know I was ok. We talked about how my experience was really
like being away at college.
Sandra recalls her mother initially not wanting her to stay on campus and shares
the following:
At first Mom didn’t know that we were going to stay on campus for the first year.
As an only child she was like you’re going to stay Monday through Friday. And
at first she was like I don’t know, I don’t know, and then once we came to the first
meeting she seen all the other students my age and she was like ok that fine. And
my Dad was excited. His Mom she wanted to help me get everything for, to get
IMPACT OF UPWARD BOUND 95
ready to stay for the week and everything. She bought me a suitcase and she was
really excited.
Catherine shared with enthusiasm:
My family has always been supportive and encouraging. Mom would enroll me
and my siblings in community based programs that supported learning and the
zest for education. It was only natural that she allowed me to sign up for Upward
Bound and participate in the program for the entire four year.
Anthony:
While I participated in the student activities, my parents participated in the parent
sessions which focused on such topics as the Upward Bound program, SAT's,
financial aid, and applying to college.
Sandra:
Mom she didn’t go to a university but she was telling me how when she was at
school she wished she would have kept going but then she had got a job and has
been working at the same place for the past twenty years. She started working
when I was born and so she was like well you get to have the opportunity I didn’t
and just do the best that you can. I want you to have more than what I had. She
was very supportive and would attend as many of the parent activities as her
schedule would allow.
Student participation in the Upward Bound program requires parental consent.
Parental consent and participation in the program activities is a critical element in the
student’s involvement and participation in the program. Parental consent and support of
the required activities demonstrates the parents commitment to their child and the
preparation required to enter and succeed in college.
IMPACT OF UPWARD BOUND 96
Catherine: “Mom permitted her to sign up and supported her by providing transportation
to the required events.”
Anthony:
They supported me by letting me go, because they had overnight, the whole week
set for, it was two weeks straight and then there was another one for a couple of
weeks and then come home during the weekend, so they supported me just calling
every day letting them know I was ok and how this college was really going to be
like this, so they were very supportive.
Sandra:
At first Mom didn’t know that we were going to stay on campus for the first year.
As an only child she was like you’re going to stay Monday through Friday. And
at first she was like I don’t know, I don’t know, and then once we came to the first
meeting she seen all the other students my age and she was like ok that fine. And
my Dad was excited. His Mom she wanted to help me get everything for, to get
ready to stay for the week and everything. She bought me a suitcase and she was
really excited.
Overall the parent(s) of each participant were a critical component of providing
the permission and support required for students to participate in the program. This
demonstrates the parent’s understanding, commitment and investment of their child’s
entry into college and the impact their attendance in college will have on their
educational and professional goals established for the future.
Peer Group. First generation students transitioning to college are often in a
unique position as they maneuver the college going process. In many cases, the peer
group consists of friends from their various community, religious, or educational
IMPACT OF UPWARD BOUND 97
experiences from preschool, elementary, middle and high school, all of which may have
been significant sources of support through the transitional stages of their secondary
educational experiences. During the college preparation process many students are able
to identify their peers from the aforementioned groups who have the same goals and
aspirations to attend college. The relationship with a peer who is transitioning to college
may have different qualities than their peers who are not transitioning into college.
Generally upon entry into college many students begin to forge relationships with
students from various cultural, religious, ethnic, backgrounds and genders. In doing so,
students begin to balance the three prominent type of connections with peers that are
potential sources of support in the college going process, peers from secondary
experience not currently attending college, peers currently enrolled in college and the
newly formed relationships in their postsecondary experience.
In a 2004 ACT Policy Report, Lotkowski, Robbins, and Noeth indicated that
peers is an important nonacademic factor to consider in the success of students in college.
Social involvement and connection with peers assist in the retention and adjustment of
first generation students in college. The students were able to provide information on the
importance of the relationships developed in high school and those developed since
entering college. Peers often become a source of support both academically and socially
as student adjust to this new experience.
With much excitement, Catherine shares of her relationship with a family member
who is a close friend and a high school friend who is at another institution:
Still has close ties to high school friends at home and still spends a lot of time
with them when in LA-- I would say one example is the friend I told you about,
IMPACT OF UPWARD BOUND 98
she went to Northridge, the one who had the baby, I hang out with her a lot, when
my mom or my sister couldn’t attend my scholarship dinners, she would go, so
that kind of influenced me a little bit and then also whenever I come home, my
friend Aaliyah, she goes to UCLA, we do our school work together, we go to the
library, so she’s kind of influencing me that way. As far as my major or my career
path for the future, I would say just randomly my mom would look in the paper
and find an even for us to go to or I would want to go to an event and I’ll tell my
friends to come along and we’ll just go to just random events.
Anthony’s relationships were reflective of peers from his college experience and
the community:
Yes, group of guys I played football with and pretty much same people I hung out
with, we all had the same focus on one getting into college and that we all spend a
lot of time together of course and we practice and study hall some, and then going
out to parties together and other people I hand out with and then there is a lot of
people whose same focus is, we have a good focus and good head on their
shoulders, and not getting a mess or anything. They know if they do and they
won’t be able to accomplish what they want.
Sandra relationships, mostly from her high school and community experiences
have remained stable and a strong source of support for her in college:
Well a lot, not really, the three main people I did hang out with in high school,
we’re still very close. So not much changed and I think that’s because we’re all
in college except for one. We’re all in college and we all have like the same
mindset, like we don’t want to just hang out at home and not do anything. If we
IMPACT OF UPWARD BOUND 99
are not in school we are working or not working in school. Keep going don’t just
hang around.
Research shows that social interaction with peers has an influence on student
integration and sense of belonging, Hausmann, Schofield & Woods (2007), Hurtado and
Carter (1997), Astin,(1984) Berger and Milem,(1999) and (Bean, 1985) . The student’s
ability to connect with peers during the first year of college is evidenced by these
comments highlighting their experiences. Catherine speaks fondly of her dorm
experience in her freshman year and how it shaped her relationships:
I would have to say my freshman year dorm experience, shaped my friends and
the people I hung out with, like my roommates, the students that I knew from the
Pre Collegiate Academy program. The clubs and organizations on campus, I was
in such as the Black Recruitment and Retention Center were also amongst the
people I started getting to know and that really helped me to adjust because I
knew other people. My former roommate encouraged me to join the Rugby
team—so I did and I have expanded the people that I am able to interact with and
seek support.
Anthony shares his experience as a student athlete both in high school and his
transition to college:
As a football player I had the opportunity to interact with other players both on
and off of the football field. The group of guys I played football with were pretty
much the same people I hung out with. We all had the same focus on getting into
college. We all spend a lot of time together in practice, study hall and some
recreational activities. We were supportive of each other and had the same, goal
IMPACT OF UPWARD BOUND 100
and focus. It was really helpful having this connection and support of peers with
goals and interests in common.
Sandra shares positively about her experience in meeting students who are interested in
the same major and developing connections:
Though I have not officially declared my major yet, I have met other students
interested in the same major and it has been helpful to talk with them, share
questions and concerns regarding assignments, learn more about interesting
classes to take and also discuss our plans after completion of the program.
For most college students peer relationships serve an important role in student’s
transition and adjustment into college, however for first generation students it becomes
an even more critical role since peer relationships are important in helping students to
normalize their experiences and identify supports from students who are having or have
had similar experiences.
Summary
There are four findings related to Research Question One. Overall students felt
they were prepared for their entry into college. In the first finding there was evidence that
participation in the Upward Bound Program provided students with the motivation and
support required to accomplish their goal of entry and attendance in college. The second
finding was that the Upward Bound program provided the participants with learning
opportunities that exposed them to the college going experience. This was experience
primarily through their participation in the Summer Bridge program and visiting college
campuses. In the Summer Bridge program students were introduced to a college going
experience by residing in the dormitory, attending classes during the day, completing
IMPACT OF UPWARD BOUND 101
homework assignments during the evenings and activities that allowed them to meet and
interact with other students in the program for a designated period of time during the
summer. Another element of the program, visits to college campuses, allowed students to
meet matriculating college students to learn more about the college going experience.
This was beneficial in helping the students prepare for the first year college and
understand the requirements and expectations for an entry and senior level college
students. Students often referenced these experiences as the most impactful in the
program. These experiences assisted the students with their orientation and adjustment in
their freshman year of college. The third finding reveals that there was an increased
sense of awareness of what was expected for entry level college students helped to
alleviate some of the concerns generally experienced by entry level college students.
A final finding revealed that the program lacked consistency in staffing,
mentoring and support. There were staff turnovers in the program that impacted
consistency in relationship building and no evidence of a more formal introduction to
students of the role of advisor and mentor. Though staff transitions cannot be predicted
or avoided it is important to recognize, the impact staff transitions have on the students
and the success of the program.
The finding related to Research Question Two is that family support and
involvement in the student’s participation in the program was consistently demonstrated
amongst all of the students. Each student indicated close family ties and relationships
within the family and expressed the importance of the family support in the college going
process. Though there was intrinsic motivation demonstrated by each participant, the
provision of support, encouragement and sense of accountability were important factors
IMPACT OF UPWARD BOUND 102
in motivating the participants to maintain their involvement in the Upward Bound
program and pursue their goals to enter college.
The importance of students having strong academic and social supports was
another finding that this research found which crossed both Research questions. This was
communicated by the participants as they shared about their expectations for their
academic performance in both high school and college. Social support was demonstrated
by way of family involvement, peers, (high school and college) and freshman integration
programs within the enrolled university. The ability to connect and engage with other
students in academic and extracurricular activities helped to make a difference for each of
the participants. The student’s experienced a sense of belonging as they participated in
structured and unstructured activities such as academic success programs, tutoring,
formal and intramural sports and membership organizations. As a result of these
connections, the students were able to persist and identify the necessary resources.
An interesting challenge emerged early during the data collection process. The
executive director who was the primary source of contact for collecting the data, left
unexpectedly. Since the executive director was responsible helping this researcher in
understanding the program and navigating the collection of information this researcher
was able to experience some of the concerns expressed by students with the turnover in
staff. Following the departure of the executive director multiple attempts were made to
engage in some follow up discussions with the designated lead staff with no success.
After a couple of months of no contact with the staff, this researcher learned that a new
executive director had been assigned. Contact was initiated and a relationship established
in order to secure the support of executive director for the completion of this study.
IMPACT OF UPWARD BOUND 103
Though the support of the executive director was secured to gain access to
collecting some of the data, there were other challenges impacting the data collection
process, such as securing accurate and up to date contact information on the participants
to include them in the study. Eventually contact information for the 44 students who
completed the program was provided and telephone and email contact was initiated with
all students which resulted in the following outcome:
15 wrong or disconnected numbers
19 messages left for follow up with no responses
10 contact with student
In addition to calling the students, contact was initiated with 18 of the 44 students via
Facebook an alternative form of communication. This researcher was concerned whether
this lack of follow up or interest to participate in the study was due to a lack of
relationship or allegiance that students had with the program.
IMPACT OF UPWARD BOUND 104
Chapter Five: Findings
The focus of this study was to research the impact of the Upward Bound Program
on first generation college student’s adjustment and retention in their first year of college.
This study considered some of the research conducted on the challenges of first
generation college students; academic under preparation (Choy, Horn, Nunez, Chen
2000, Trotter, 2001), feelings of cultural dislocation (London, 1989, Weiss, 1995,
Merullo 2002, Ogbu), a lack of family support (Dennis et.al., 2005, Tierney &Auerbach,
2004) a lack of knowledge about the university (York-Anderson and Bowman 1991, Bui,
2002) and an inability to make meaningful connections at the university level (Orbe,
2004) , all which are considered to have some impact on the adjust and retention of the
student. The College Board, The Education Resources Institute (TERI) and the Council
for Opportunity in Education conducted a national study to evaluate early intervention
programs. College preparation programs are required to prepare students for their entry
and retention in college. Many of the programs tend to have common features;
counseling, academic enrichment, parental involvement, social integration, personal
enrichment, mentoring and scholarship (Gandara, 2001). Though all early intervention
programs have a shared commitment to the students the program do not follow a
particular program model therefore limited information is known about the program
features that are effective in helping the student to enter and remain in the program
through completion.
This researcher was interested in learning what impact student’s participation in the
UB program had on the students in their first year of college and how the various
components of the program contributed to the adjust and retention of the students in their
IMPACT OF UPWARD BOUND 105
first year of college. More specifically, what are the components of the program that
contributes to student adjustment and retention, what are the other factors, such as family,
peers, university systems that may also contribute to their adjustment in the first year.
This qualitative study was three fold: (1) to examine the impact of a college preparation
program on first generation college students in the first year of college (2) explore the
effectiveness of the preparation program and (3) examine the role student involvement
has on student persistence, units completed and retention in the first year of college. As
previously mentioned for the purposes of this study, the USC Upward Bound program
(also known as TRIO, a federally funded college preparation program) was used to assess
the impact of the program on students in the first year of college and though the access to
higher education for first generation students has improved, there are still gaps in first
generation student attendance in comparison to non-first generation students. The two
research questions for this study are as follows:
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?
Using the theoretical frameworks of Vincent Tinto’s Student Integration theory
and Alexander Astin’s Student Involvement this research also focuses on the impact
student integration and involvement has on student adjustment and retention. Student
Integration Theory and Student Involvement Theory identifies the student and the
institution as two critical factors in the adjustment and retention of students. Student
IMPACT OF UPWARD BOUND 106
Integration Theory focuses on the student and institutional factors that impact student
departure. The basic elements are the individual characteristics of the student, the
student’s interaction within the college environment, academic and social integration and
the characteristic of the institution. Student Involvement Theory, focuses on the elements
of student involvement and the impact on the sense of belonging of students in the first
year of college. Student involvement was identified as a critical factor in the retention of
the student. Student participation in group activities and establishing meaningful
relationships with others on the campus was instrumental in the adjustment and retention
of students.
Discussion of Findings
There were six overall findings in this study which answered the research
questions. Four findings revealed the important components of the program which
contributed to achievement, sense of belonging and retention of first year college students
in response to research question one. There was one finding which demonstrated the
essential factors in response to research question two. An additional finding emerged
relevant to both questions reflecting the importance of students having strong academic
and social supports. One important indicator which will be discussed is some of the
challenges experienced in working within the Upward Bound program.
The first finding is that overall students felt they were prepared for their entry into
college. Consistently the students indicated that their exposure and participation in the
Upward Bound Program provided them and their parents with information, e motivation
and support required to accomplish their goal of entry into college. In a study conducted
by the College Board (1999), these were some of the elements indicated in the study of
IMPACT OF UPWARD BOUND 107
early intervention programs, however of great importance and significance to all of the
programs was the preparation of the student for the entry into college.
The second finding was that the Upward Bound program provided the participants
with learning opportunities that exposed them to the college going experience through
their participation in the Summer Bridge program and visiting college campuses. Most
significant was that in the Summer Bridge program students were introduced to a college
going experience by residing in the dormitory, attending classes during the day,
completing homework assignments during the evenings and activities that allowed them
to meet and interact with other students in the program for a designated period of time
during the summer. Furthermore, elements of the program, such as visits to college
campuses, the Saturday Academy and the summer bridge programs allowed students to
meet matriculating college students and to learn more about the college going experience.
Edmonds, 2002 contends that college tours and academic instruction and planning are
encouraging to students and contributes to their participation in the college planning and
preparation process.
The third finding revealed that there was an increased sense of awareness of what
was expected for entry level college students. This increased sense of awareness helped
to alleviate some of the concerns and fears generally experienced by entry level college
students. There were several factors that contributed to this increased, sense of
awareness, the exposure to college based activities and interaction resulted in an
increased sense of awareness for the students and their families. This was instrumental in
that it helped to expose the students to these experiences prior to their entry into college.
Consistent with the research conducted by Swail and Perna, (2002) these program
IMPACT OF UPWARD BOUND 108
components and resources, improves the access and increases the opportunities for low
income first generation students to apply to college.
The fourth finding revealed that the program lacked consistency in staffing,
mentoring and support. What emerged as important indicators was the turnover in staff
within the program which impacted the consistency in relationship building with the
student. This was demonstrated in the student’s lack of connection and memory of who
served as their primary mentor, advisor and support during their time as a student in the
program. The student’s did recall contact with someone, however not a person who
served as an official advisor or mentor to the students. The lack of official connection
with the student in the role of a mentor/advisor, appeared to have an impact on how
connected the student’s felt with a member of the staff and the program. The fact that the
student’s had little remembrance of a staff person specifically assigned to provide the
student with support and guidance as they matriculated through the program.
Oesterreich, 2000 and Gandara, 2001, espouses an enriching component of a college
preparation program is the mentor relationship established with the student and an adult
affiliated with the program. Through this supportive and nurturing relationship, the
student is provided with the necessary guidance and support along with the other program
components which all are beneficial in helping the student accomplishment their goal of
entry and completion of college.
The fifth finding is that family support and involvement in the student’s
participation in the program was consistently and positively demonstrated amongst all of
the students. Each student became involved early in the Upward Bound program, there
was an expectation from all of their families that they would attend college. Though this
IMPACT OF UPWARD BOUND 109
expectation existed, according to the students most of their parents or family members
did not have personal knowledge on how to help them to meet this goal. With the help of
Upward Bound, the families were able to learn along with the students and participate in
the parent information sessions that provided information on courses required,
admissions requirements, and financial aid to better prepare them for the entry process.
In addition to their participation in the Upward Bound sessions and events, the
families provided the emotional support and encouragement for the students to maintain
their grades, participate and exceed in their school and Upward Bound activities. Tinto,
1975 identifies family relationships as an influential factor in the success of student’s in
college. Students were provided encouragement for the participation in their academic
and extracurricular activities, such as sports, band honor programs.
Finally, the importance of students having strong academic and social supports
was another finding from this research that crossed both research questions. This was
important for two reasons; first participants communicated their expectations for their
academic performance in both high school and college. Second, social support and
involvement was demonstrated by way of student’s interactions with their family, peers,
(high school and college), freshman integration programs and extracurricular within the
enrolled university. Astin’s Student Involvement Theory (1975, 1984, 1985) found that
student involvement in college was a contributing factor that supported student’s
persistence in college. The various activities which students elect to involve themselves
in also have a positive impact on their academic, social, cultural development and sense
of belonging to the university.
IMPACT OF UPWARD BOUND 110
Limitations
First the sample size was small, there was a low participation rate and the study
was limited to USC’s program. Another limitation was the manner in which the study
was conducted. This study was based on student participation, however may have been
strengthened with the participation of staff, review of documents and observation of
student activities and interactions with the program. As indicated in Chapter 3, only
three students were able to participate in the entire interview process. Though the sample
size is small, the size of the sample, also points to an indication of the lack of a
relationship, connection or commitment that the participants had to the program. . The
participants response, created some question of doubt of how impactful the four year
experience may have been for the student. Due to a change in administration it was
difficult to assess the student relationship and connection with the program staff versus
the program administration. The outgoing executive director arranged an internal contact
to assist this researcher in proceeding with the collection of data. Another limitation of
the study was that the sample size consisted of only African American participants. A
diverse sample of participants may have provided a different view of the program impact
on various cultures or ethnic groups.This researcher was concerned whether this lack of
follow up or interest to participate in the study was due to a lack of relationship or
allegiance that students had with the program.
Another limitation was the lack of support experienced in the program by the staff
upon the departure of the executive director. The lack of responsiveness of the program
staff delayed the process and limited this researcher’s initial access to the students.
IMPACT OF UPWARD BOUND 111
The rate of staff turnover may also have created a limitation in the responsiveness
of the students and the ways in which students were willing and invested in participate in
the program. Though committed to the interviews, the relationship with the students
who participated in the interviews did not appear to have a strong allegiance or emotional
connection with the program or certain staff within the program.
Implications for Practice
There are three implications for practice which are significant relative to the
findings from this study. First, students need to be identified when they arrive on the
college campus as a participant in any college preparation program such as Upward
Bound Upward. This would serve to provide the student with the continued services and
supports that prepare them for their entry and transition into college. Students may not be
aware of all of the challenges of moving from high school to college. Though students
may be aware of the expectations for entry into college, there is often a transitional period
which includes a change in culture, expectations and supports. Students may move from a
small, close family like environment to a large community setting with little to no
supports to assist in the transition and navigation of their educational experience. As the
students transitioned into college there did not appear to be any transitional follow up to
assure the student was connected with the appropriate resources in the first year of
college.
Second, is twofold, assigning the student to an alumni of a college preparation
program and a staff advisor is recommended as a missing component to the transitional
period. Assigning the student to an alumni of a college preparation program such as
Upward Bound program could serve as an informal mentor and guide to the student
IMPACT OF UPWARD BOUND 112
during their college entry and transition process to assist with the social and academic
integration. The staff or faculty advisor could serve as the formal connection to assist the
student in understanding the structural, cultural and organizational aspects of the
university, thus supporting the social and academic integration as well. Pairing the two
would allow the student to have support from someone who has experienced the program
thus serving as a mentor and support for the student. This would also assist the students
with their transition and entry into college. This early connection may have an impact on
student’s sense of belonging and connectedness to other students and the university early
in the transitional phase as they adjust to their college going experience. No programs
provided a formal transition for students that had participated in the program when they
arrived on the college campus. Student Support Services as the third arm of Upward
Bound does not identified these students upon entry; however the students are required to
self-identify in order to receive services.
Third, program administrators of most college bound programs are only required
to track students on an annual basis to assess their progress, retention and degree
completion. It is expected that some form of tracking is necessary to evaluate the
effectiveness of the program and identify whether the goals of the program have been
met. However due to the extensive and intensive amount of time students have spent in
the program over the required four year period, it would seem that more not less contact
is warranted. This researcher would propose that follow up is increased to a minimum of
a per semester basis to provide assessment and support of the needs of the students. This
more consistent and regular follow up with students upon completion of the program
IMPACT OF UPWARD BOUND 113
provides greater opportunities to also maintain up to date contact information on each
student.
Identifying alternative ways to track students using social media, such as
Facebook, instant messaging, Twitter or other means for connecting with the student and
assess their ongoing progress in the program. Many students are familiar with these forms
of social media as a means for maintaining contact with others and maintaining a
meaningful relationship. The use of social networking provides the opportunity for
increased contact with the student throughout the year which entail provides additional
opportunities for support and assessment of student progress in the very critical phases of
the college going experience such as the first few weeks of the semester, the midterm and
end semester.
Future Research
Future research is still needed on the benefits of college preparation programs
beyond high school. The research reveals that may students complete college preparation
programs, the real impact and the benefits of the programs is demonstrated upon
completion of the program upon entry of the students in post-secondary education.
Establishing a sense of connectedness and relationship with the student in the first year of
college is critical to the success of the student. In order to facilitate this connectedness
with the college preparation program there are two recommendations for future research
which may assist in creating additional opportunities to engage with the support and
support their sustainment and persistence in college beyond the first year. First, include
the use of social networks such as Facebook and Twitter as integral tracking, engagement
and sustainment tools of participants. The use of social media allows for immediate
IMPACT OF UPWARD BOUND 114
interaction, engagement and support of students as they transition through the first year.
It takes advantage of a resource that many students actively use as a form of common
practice to maintain support and connect with others for social and emotional support.
A study conducted by Ellison, Steinfield and Lampe (2007) on 286
undergraduate students on their use of Facebook revealed that 94% of the students were
already a member of Facebook. The purpose of the study was to explore the relationship
between Facebook usage and how social capital is developed and sustained. An
interesting aspect of the study were the four types of measures used; usage, psychological
well-being, and social capital. Of greatest interest to this researcher were the three
measures for establishing social capital; bridging, bonding and managing social capital.
Students spent an average of 10 to 30 minutes a day on Facebook with upwards of 200
online friends. Many of the student’s profile listed their high school along with friends
which demonstrated the importance of maintaining a connection with high school friends
and relationships (Ellison et al., 2007). The use of Facebook as a tracking, networking
and bridging of social capital could serve to be beneficial for the students and college
preparation programs to maintain ongoing support and contact with each other and other
students who have completed the program.
The second recommendation for research would be for college preparation
programs to maintain connection with the students throughout their entire undergraduate
experience, not just as an annual brief follow up, however more consistent contact that
allows programs to gain insight about the benefits of the college preparation program and
how the components of the program experienced by the student during their high school
experiences translates and supports their experience in college. This in-the-moment
IMPACT OF UPWARD BOUND 115
evaluation and feedback provides the college preparation program with up- to-date
information on the student, however it also allows for feedback from the student on the
components of the program . This connection would allow for a parallel process to
occur. While the program is learning about the student, the program is also learning how
it performed in relation to the student and their adjust in college beyond the first year.
Conclusion
Access and attainment of an advanced degree provides the potential for increased
socioeconomic status, career attainment and professional development and contribution
to society. Though this may be the ultimate goal for many, some students are challenged
by the demands and expectations of higher education and are unsuccessful in meeting
these expectations. In many cases the students who struggle most often with these
demands are first generation college students. Students struggle, not because of a lack of
desire or commitment to succeed, however often due to limited resources and lack of
preparation.
For many years, colleges and universities have been concerned about student
persistence and completion to graduation (Ishler & Upcraft, 2005). Since the freshman
year of college tends to be a critical year for many students as they transition from
meeting high school to college expectations many colleges have implemented specialized
programs such as freshman seminars which provide academic support and emphasis on
student adjustment and success to assist with student preparation and retention. In
addition, student involvement and social integration of campus resources and activities is
highly encouraged to support student sense of belonging and connection to college. A
student’s sense of belonging and connectedness also has a positive impact on students.
IMPACT OF UPWARD BOUND 116
For many first generation students, college preparation programs such as Upward
Bound with the goal of increasing college awareness, exposing students to college
experiences and increasing college enrollment work in collaboration with colleges and
universities to provide program resources, such as counseling, parent involvement,
academic and personal enrichment, social integration, mentoring and support (Gandara,
2001). For the three participants in this study there is clear evidence that their
participation in the Upward Bound program had an impact on their transition and
adjustment to college. These programs changes lives and provide students with
resources that increase their knowledge and awareness of access to higher education.
IMPACT OF UPWARD BOUND 117
References
Astin, A.W. (1968). The College Environment. Washington, D.C.: The American
Council on Education.
Astin, A.W. (1975). Preventing Students from Dropping Out. San Francisco, CA: Jossey-
Bass.
Astin, A.W. (1984). Student Involvement: A developmental theory for higher education.
Journal of College Student Personnel, 25, 297-308.
Astin, A.W. (1985). Achieving Educational Excellence. San Francisco, CA: Jossey-Bass.
Bean, J. P. (1985). Interaction effects based on class level in an explanatory model of
college student dropout syndrome. Educational Research Journal 22(1), 35-64.
Bean, J. P., & Metzner, B. S. (1985). A conceptual model of nontraditional undergraduate
student attrition. Review of Educational Research, 55, 485-540.
Berger, J. B. & Milem, Jeffrey F. (1999). The Role of Student Involvement and
Perceptions of Integratation in a Casual Model of Student Persistence. Research
in Higher Education , 40; 641-664.
Bollen, K. A., & Hoyle, R. H. (1990). Perceived Cohesion: A Conceptual and Empirical
Examination . Social Forces , 69, 479-504.
Buck, C. B. (1982). Summer Bridge: A residential learning experience for high risk
freshman at the University of California, San Diego, California. (ERIC Document
Reproduction Service No. ED 264-462).
Bui. K.V.T (2002). First generation college students at a four-year university:
background characteristics, reasons for pursuing higher education, and first year
experiences. College Student Journal, 36, 3-11.
Bragg D. D., Kim, E., & Rubin, M. B. (2005). Academic Pathways to College: Policies
and Practices of the Fifty States to Reach Underserved Students. Office of
Community College Research and Leadership Department of Educational
Organization and Leadership University of Illinois at Urbana-Champaign.
Cabrera, C.F., Nora, A., Terenzini, P., T., Pascarella, E, Hagedorn L.S. (1999). Campus
Racial Climate and the Adjustment of Students to College: A Comparison
between White Students and African-American Students. The Journal of Higher
Education, 70(2), 134-160.
Chen, X. and Carroll, C. D. (2005). First generation Students in Postsecondary Education
A Look at Their College Transcripts Postsecondary Education Descriptive
Analysis Report. U.S. Department of Education Institute of Education Sciences
NCES 2005–171.
IMPACT OF UPWARD BOUND 118
Choy, P., Horn, L.J., Nunez, A-M., & Chen, X. (2000). Transition to college: What helps
at risk students and students whose parents did not attend college. In A.F. Cabrera
& S.M. La Nasa (Eds.). Understanding the College Choice of Disadvantaged
Students. 107:45-63. San Francisco, CA : Jossey-Bass.
Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends”.
Social capital and college students’ use of online social network sites. Journal of
Computer-Mediated Communication, 12(4), article 1.
http://jcmc.indiana.edu/vol12/issue4/ellison.html. Retrieved October 3, 2012.
Finn, J.D. & Voelkl, K.E. (1993). School Characteristic Related to Student Engagement.
The Journal of Negro Education, 62, 249-268.
Freeman, T.M., Anderman, L.H., & Jensen, J.M.(2007). The Journal of Experimental
Education, 75, 203-220.
Gandara, P. (2001). Paving the Way to Postsecondary Education: K-12 Intervention
Programs For Underrepresented Youth. Report of the National Postsecondary
Education Cooperative Working Group on Access to Postsecondary Education.
Washington, D.C. Available online at:
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_.pdf Retrieved
online February 21, 2009.
Gardner, J. N. (1996). Helping America's first generation college students: A bottom-line
list of institutions of higher learning must do. About Campus, Nov-Dec, 31-32.
Hausmann, L.R.M., Schofield, J.W., & Woods, R.L (2007). Sense of Belonging as a
Predictor of Intentions to Persist Among African American and White First year
College Students. Research in Higher Education, 48(7), 803-839.
DOI:10.1007/s11162-007-9052-9
Herndon, M.K. & Hirt, J. B. (2004). Black Students and their Families: What leads to
success in college? Journal of Black Studies, 34, 489-513.
Hsiao, K., P. (1992). First generation college students. California. (ERIC Document
Reproduction Service No. ED 351 079).
Hurtado, S. & Carter D.F. (1997). Effects of College Transition and Perceptions of the
Campus Racial Climate on Latino College Student’s Sense of Belonging.
Sociology of Education, 70, 324-345.
Hurtado, S. Milem, J., Clayton-Pederson, A., & Allen. W. (1999). Enacting diverse
learning environments: Improving the climate for racial/ethnic diversity in higher
education. (ASHE: ERIC Higher Education Report 26, No.8) Washington, DC:
George Washington University.
IMPACT OF UPWARD BOUND 119
Ishler, J. C. & Upcraft, M.L. (2005). The keys to first- year student persistence. In M.L.
Upcraft, J.N. Gardner &.O. Barefoot (Eds.), Challenging and supporting the first-
year student: A handbook for improving the first year of college (pp. 27-46). San
Francisco: Jossey-Bass.
James, W.H. (1986) Upward Bound: Portrait of A Poverty Program 1965 – 1985-
SAEOPP Journal, Fall 1986. Retrieved on March 12, 2008, Oklahoma Division of
Student Assistance
Johnson, D. R., Alvarez, P., Longerbeam, S., Soldner, M., Inkelas, K. K., Leonard, J.B.,
& Rowan-Kenyon, H. (2007). Examining Sense of Belonging Among First year
Undergraduates From Different Racial/Ethnic Groups. Journal of College Student
Development , 48, 525-541.
Kuh, G. D., Kinzie, J., Schuh, J.H., Whitt, E. J. (2005). Assessing Conditions to
Enhancing Educational Effectiveness: The Inventory for Student Success. San
Francisco, CA: Jossey-Bass.
Lee, M B. (2006) Ethnicity Matters: Rethinking How Black, Hispanic & Indian Students
Prepare for and Succeed in College. New York: Peter Kang Publishing Inc.
London, H., B. (1992). Transformations: Cultural challenges faced by first generation
students. In L.S. Zwerling & H.B. London ( Eds). First Generation Students:
Confronting the Cultural Issues. New Direction for Community Colleges. 80, 5-
12. San Francisco, CA: Jossey-Bass.
Lotkowski, V A., Robbins, S.B. & Noeth, R. J. (2004). ACT Policy Report. The Role of
Academic and Non-Academic Factors in Improving College Retention.
McElroy, E. J. & Armesto, M. (1998). TRIO and Upward Bound: History, Programs and
Issues – Past, Present and Future. Journal of Negro Education, 67: 373-380.
Morrill Act. (1862). http://www.nd.edu/~rbarger/www7/morrill.html. Retrieved February
20, 2009.
Morse, J. M. & Richards, L. (2003). Readme First for a User’s Guide to Qualitative
Methods.Thousand Oaks :Sage Publications.
National Postsecondary Student Aid Study (NPSAS). First Generation Students in
Postsecondary Education: A Look at their College Transcripts.
http://nces.ed.gov/surveys/nels88
Nuñez, A.M., & Cuccaro-Alamin S. (1998) First generation students: Undergraduates
whose parents never enrolled in postsecondary education. Statistical Analysis
Report. Post-secondary descriptive analysis reports.Washington, D.C.: National
Center for Education Statistics.
Oesterreich, H. (2000). Characteristics of Effective Urban College Preparation
Programs. ERIC Digest Number 159. (ED448244). New York, NY: ERIC
Clearinghouse on Higher Education.
IMPACT OF UPWARD BOUND 120
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-
generation college students: Additional evidence on college experiences and
outcomes. The Journal of Higher Education, 75, 249-284.
Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1999-2000 (Pub.
L. No.89-329).
Pike, Gary R. & Kuh, George D. (2005). A Typology of Student Engagement For
American Colleges And Universities. Research in Higher Education. 46, 30-42.
Strange, C. C. (2003). Dynamics of Campus Environments: Student Services: A
Handbook for the Profession. 4
th
Edition. 297-315. San Francisco: Jossey-Bass
Swail, W.S., Redd K.E., & Perna, L.W. (2003). Retaining Minority Students in Higher
Education: A Framework for Success. ASHE-ERIC Higher Education Report:
Volume 30, Number 2.
Terenzini, P., Springer, L., Yoeger, P., Pascarella, E., & Nora, A. (1995). First
generation college students: Characteristics, experiences, and cognitive
development. Pennsylvania. (ERIC Document Reproduction Service No. ED 387
004).
Thayer, P.B. (2000). Retaining first generation and low income students. Opportunity
Outlook, 2002, 2-8.
Tharp, J. (1998). Predicting persistence of urban commuter campus students utilizing
student background characteristics from enrollment data. Community College
Journal of Research and Practice, 22, 279-294.
Tierney, T., Corwin, Z. , & Coylar, J. (2005) Preparing for College: Nine Elements of
Effective Outreach. Albany, New York: State University of New York.
Tierney, W. G., Colyar, J. E. ,& Corwin, Z. B. (2003). Preparing for College:
Expectations, Changing Realities. Center for Higher Education Policy Analysis
(CHEPA).
Tierney, T., & Hagedorn, L.S. (2002). Increasing Access to College: Extending
Possibilities for all Students. Albany, New York: State University of New York.
Tierney, W.G. & Venegas, K. (2004) Addressing Financial Aid in College Preparation
Programs. Center for Higher Education Policy Analysis.
Tinto, Vincent. (1975). Dropout from Higher Education: A Theoretical Synthesis of
Recent Research. Review of Educational Research ,45; 89-125.
Tinto, Vincent. (1998). Colleges as Communities: Taking Research on Student
Persistence Seriously. The Review of Higher Education. 21, 167-177
IMPACT OF UPWARD BOUND 121
Tinto, Vincent. (2002). Establishing conditions for student success. Presented at the 11
th
Annual Conference of the European Access Network, Monash University, Prato,
Italy, June 20, 2002.
Tinto, Vincent. (2002). Taking Student Retention Seriously: Rethinking the First Year of
College. A speech presented at the annual meeting of the American Association
of Collegiate Registrars and Admission Officers, April 15, 2002, Minneapolis,
Minnesota.
Upcraft, Lee M. Gardner, John & Associates (1989). The Freshman Year Experience:
Helping Students Survive and Succeed in College. San Francisco: Jossey-Bass.
York-Anderson, D., C. & Bowman, S., L. (1992). Assessing the college knowledge of
first-generation and second-generation college students. Journal of College
Student Development, 32, 116-122.
IMPACT OF UPWARD BOUND 122
Appendix A
Informed Consent/Cover Letter
Dear Student:
Hello, my name is Elizabeth Pringle-Hornsby and I am a graduate student in the USC
School of Education Ed.D program with an emphasis in Higher Education. I am
conducting a research study to investigate the factors that contribute to first generation
student retention and sense of belonging in the first year of college.
I am requesting your participation in this study, which will involve completing the
biographical description and returning it to me by ____________________.
Your participation in this study is voluntary. If you choose not to participate, it will NOT
affect your standing at the university in any way. The questionnaire is anonymous,
thereby ensuring confidentiality of responses. All data will be maintained in a secure
facility and destroyed at the end of one (1) year.
Your input and help with this research project is very important. I appreciate you
taking the time to complete and return the biographical description and informed consent
letter. If you have any questions concerning this research study or your participation in
this study, please feel free to call me at (714) 335-6771 or email me at pringleh@usc.edu
You may also contact Dr. Reynaldo Baca (rbaca@usc.edu) for more information
regarding the study.
If you have any questions about your rights as a participant in this research, or if
you feel you have been placed at risk, you may contact University Chair
of the Human Subjects Committee, Institutional Review Board at ( ).
Thank you again for your participation.
Sincerely,
Elizabeth Pringle-Hornsby, Ed.D (candidate)
Yes, I would like to participate in the above referenced study.
_________________________________ ____________________
Please Print Name Date Please Sign Date
IMPACT OF UPWARD BOUND 123
Appendix B
Biographical Description
Student Information:
Name: __________________________
Place of birth: ________________________ Date of birth: ________
What is your self-described ethnicity? _________________________
Religious background? __________________________________________
Marital status? ____________________
University:____________________
Major/minor:___________________
Cumulative gpa: ____
Family Information:
How many siblings? _________________
Where do you fall in the birth order? ________________
How many step-brothers/sisters? ____________________
How many siblings did your mother have? ____________
How many siblings did your father have? ____________
Family’s overall annual income (check one)?
____less than $20,000 ____$40,000 - $50,000
____$20,000 - $30,000 ____$50,000 - $60,000
____$30,000 - $40,000 ____over $60,000
Demographics
1. What is your academic classification? (check one)
____ Freshmen ____ Sophomore ____ Junior ____Senior ____ Grad student
2. Are you the first person in your immediate family (parents/siblings) to attend college?
____ Yes ____ No
3. How old are you? ____
4. What is your gender? ____ Female ____ Male
5. What ethnicity/race do you primarily identify with most?
____ American Indian
____Hispanic/Latino American
____ European American
____ African American
____ Asian American
____ Other (Please specify) _____________________________________
6. Where you raised by a foster parent? ____ Yes ____ No
7. What was your father/male caregivers occupation when you were in high school?
____ Small business owner/Professional (e.g. doctor, lawyer, teacher, nurse)
____ Administrative support/service worker (e.g. secretary, cook, barber, beautician,
waiter, cook)
IMPACT OF UPWARD BOUND 124
____ Skilled laborer (e.g. construction worker, electrician, mechanic, craftsman)
____ Other (Please specify) ________________________________________
____ My father was not employed while I was in high school.
____ Not Applicable/Don’t Know
8. What was your mother/female caregivers occupation when you were in high school?
____ Small business owner/Professional (e.g. doctor, lawyer, teacher, nurse)
____ Administrative support/service worker (e.g. secretary, cook, barber, beautician,
waiter, cook)
____ Skilled laborer (e.g. construction worker, electrician, mechanic, craftsman)
____ Other (Please specify) ________________________________________
____ My father was not employed while I was in high school.
____ Not Applicable/Don’t Know
9. What is your estimate of your mother/female caregiver and father/male caregiver’s
combined annual income during your high school years?
____ Less than $10,000 to $14,000 ____ $30,000 to $39,000
____ $15,000 to $19,000 ____ $40,000 to $49,000
____ $20, 000 to $29,000 ____ $50,000 and over
10. How would classify the neighborhood you lived in while attending high school?
____ Lower Economic Class
____ Lower Middle Economic Class
____ Middle Economic Class
____ Upper Middle Economic Class
____ Upper Economic Class
11. In the space below please write about any other factor that was relevant in
encouraging you to attend college.
__________________________________________________________________
____________________________________________________________
Thank you for your participation.
IMPACT OF UPWARD BOUND 125
Appendix C
Individual Student Interviews
Family
1. Tell me about yourself and your family?
2. What role did your family play in helping you to get ready for college?
3. How would you describe your parents or guardians feelings about you attending
4. college?
5. What sacrifices have your parents or guardians made to prepare you for college?
6. How do you think your parents or guardians feel about being involved in your
schooling?
7. Do you feel your parents or guardians believe they impact your education?
Positively or Negatively? Please explain.
Mentoring and Counseling
8. Have you ever had a mentor or been involved in a mentoring program? If so, what
was
the focus of this relationship and how long did it last?
9. What do you feel you gained from this experience? Please provide examples.
10. In what ways have mentors helped you understand different rules for success?
11. How have mentors provided you assistance different than your parents?
12. In what ways have mentors introduced you or informed you about college life?
13. In what ways did your counselors help you prepare for college?
14. How do view your relationship with your counselor(s)?
15. How often have you met with your counselor? Please describe these interactions?
Peer groups
16. With whom do you associate with most frequently?
17. What type of association is it?
18. Has your circle of friends changed since admissions into college? If so, how has it
changed and why?
19. How have your peers helped or hindered (hurt) your academic life?
20. How do your peers feel about academic success?
Program
21. How would you describe the level of preparation you had for college entrance and
completion?
22. How did USC UB help you to prepare?
23. What are the components of USC UB program that have contributed to your
success?
University
24. Describe your first year experience?
25. How did you do during your first year?
IMPACT OF UPWARD BOUND 126
26. What contributed to your first year success (family, friends, alumni, etc)?
27. How did you overcome obstacles that confronted you during the first year?
28. Please describe the courses you took during high school to prepare you for
college?
29. How did this course(s) assist you in your first year?
IMPACT OF UPWARD BOUND 127
Appendix D
Informal Staff Interview
1. What components of Upward Bound are most important for students?
2. Do you think the program helps students to reach their fullest potential?
3. How does participation in this program help prepare students for college?
4. In what ways has the USC UB program assisted students in their sense of
belonging to college?
5. Do you believe the program has prepared the student academically and socially
for
college? Please explain?
6. How did USC UB help students understand how to be successful in college?
7. Were the parents required to be involved in the program? If so, how?
8. How did parent involvement help the students?
9. Given your experience with the program do you feel that it has been beneficial in
helping students reach their academic goals? Please explain.
10. How would you describe students overall experience with Upward Bound?
IMPACT OF UPWARD BOUND 128
Appendix E
Freshman Year College Survey
To the students of this class: Thank you for taking the time and effort to respond to this
questionnaire. Please give your most candid and thorough response to the questions
below. The information you share here will remain confidential. Please complete and
send the evaluation.
DEMOGRAPHICS
1. Personal Information
First Name
Last Name
Mailing Address
City
State
Phone
Email Address
2. Your gender:
Male
Female
3. What is your date of birth? (MM/DD/YYYY)
4. Ethnicity: (Mark all that apply)
African American/Black
American Indian/Alaska Native
Asian American/Asian
Caucasian/White
Mexican American/Chicano
Native Hawaiian/Pacific Islander
Puerto Rican
Other Latino
Other
IMPACT OF UPWARD BOUND 129
5. Is English your native language?
Yes
No
6. Citizenship status:
U.S. Citizen
Permanent resident (green card)
Neither
7. Current religious preference: (Mark one in each column)
Baptist Buddhist
Church of
Christ
Eastern
Orthodox
Episcopalian
Yours
Father’s
Mother’s
Hindu Jewish
LDS
(Mormon)
Lutheran Methodist
Yours
Father’s
Mother’s
Muslim Presbyterian Quaker
Roman
Catholic
Seventh Day
Adventist
Yours
Father’s
Mother’s
United Church
of Christ/
Congregational
Other
Christian
Other Religion
No
Religion
Yours
Father’s
Mother’s
PARENT BACKGROUND
8. Are your parents: (Mark one)
Both alive and living together
Both alive, divorced or living apart
One or both deceased
IMPACT OF UPWARD BOUND 130
9. What is the highest level of formal education obtained by your parents? (Mark one in
each column)
Grammar
school or
less
Some
high
school
High
school
graduate
Postsecondary
school other
than college
Some
college
College
degree
Some
graduate
school
Graduate
degree
Father
Mother
10. Mark only three responses, one in each row.
Accountant or
actuary
Actor or
entertainer
Architect or
urban
planner
Artist
Business
(clerical)
Business executive
(management,
administrator
Your
probable
career
occupation
Your
father’s
occupation
Your
mother’s
occupation
Business owner or
proprietor
Business
salesperson or
buyer
Clergy
(minister,
priest)
Clergy (other
religious)
Clinical
psychologist
College
administrator or
staff
Your
probable
career
occupation
Your
father’s
occupation
Your
mother’s
occupation
College
teacher
Computer
programmer
or analyst
Conservation
ist
or forester
Dentist
(including
orthodontist)
Dietitian or
nutritionist
Engineer
Your
probable
career
occupation
Your
father’s
occupation
Your
mother’s
occupation
IMPACT OF UPWARD BOUND 131
Farmer or rancher
Foreign
service worker
(including
diplomat)
Homemaker
(full-time)
Interior
decorator
(including
designer)
Lab technician or
hygienist
Law enforcement
officer
Your
probable
career
occupation
Your
father’s
occupation
Your
mother’s
occupation
Lawyer (attorney)
or judge
Military
Service
(career)
Musician
(performer,
composer)
Nurse Optometrist Pharmacist
Your
probable
career
occupation
Your
father’s
occupation
Your
mother’s
occupation
Physician
Policy-maker/
Government
School
counselor
School
principal or
superintendent
Scientific
researcher
Social, welfare,
or recreation
worker
Your
probable
career
occupation
Your
father’s
occupation
Your
mother’s
occupation
Therapist
(physical,
occupational,
speech)
Teacher or
administrator
(elementary)
Teacher or
administrator
(secondary)
Veterinarian
Writer or
journalist
Skilled
trades
Your
probable
career
occupation
Your
father’s
occupation
Your
mother’s
occupation
Laborer (unskilled)
Semi-skilled
worker
Unemployed Other Undecided
IMPACT OF UPWARD BOUND 132
11. What is your best estimate of your parents' total income last year? Consider income
from all sources before taxes. (Mark one)
Less than $10,000
$10,000-14,999
$15,000-19,999
$20,000-24,999
$25,000-29,999
$30,000-39,999
$40,000-49,999
$50,000-59,999
$60,000-74,999
$75,000-99,999
$100,000-149,999
$150,000-199,999
$200,000-249,999
$250,000 or more
HIGH SCHOOL BACKGROUND
12. In what year did you graduate from high school? (Mark one)
2008
2007
2006
2005 or earlier
Did not graduate but passed G.E.D. test
Never completed high school
13. From what kind of high school did you graduate? (Mark one)
Public school (not charter or magnet)
Public charter school
Public magnet school
Private religious/parochial school
Private independent college-prep school
Home school
IMPACT OF UPWARD BOUND 133
14. What was your average grade in high school? (Mark one)
A or A+
A-
B+
B
B-
C+
C
D
15. What were your scores on the SAT I and/or ACT?
Score
SAT VERBAL
SAT MATH
SAT WRITING
ACT Composite
16. How would you describe the racial composition of the high school you last attended
and the neighborhood where you grew up? (Mark one in each row)
Completely
non-White
Mostly
non-White
Roughly
half non-
White
Mostly
White
Completely
White
High school I
last attended
Neighborhood
where I grew
up
IMPACT OF UPWARD BOUND 134
17. During your last year in high school, how much time (in hours) did you spend during
a typical week doing the following activities?
0 hours
per
week
Less
than 1
hours
per
week
1-2
hours
per
week
3-5
hours
per
week
6-10
hours
per
week
16-20
hours
per
week
Over
20
hours
per
week
Attending
classes/labs
Studying/homework
Socializing with
friends
Talking with
professors outside
of class
Exercising or sports
Partying
Working (for pay)
Volunteer work
Student clubs and
groups
Watching TV
Household/childcare
duties
Reading for
pleasure
Playing
video/computer
games
Online social
networks
(MySpace,
Facebook, etc.)
IMPACT OF UPWARD BOUND 135
18. Since leaving high school, have you ever taken courses, whether for credit or not for
credit, at any other institution (university, 4- or 2-year college, technical, vocational, or
business school)?
Yes
No
PRE-COLLEGE
19. How many colleges other than the current one did you apply to for admission?
None
1
2
3
4
5
6
7-10
11 or more
20. Were you accepted by your first choice college?
Yes
No
21. Is the college you are attending your: (Mark one)
First choice
Second choice
Third choice
None of the above
IMPACT OF UPWARD BOUND 136
22. In deciding to go to college, how important to you were each of the following
reasons? (Mark one answer for each possible reason)
Very
Important
Somewhat
Important
Not Important
To be able to get a
better job
To gain a general
education and
appreciation of
ideas
To make me a
more cultured
person
To be able to make
more money
To learn more
about things that
interest me
To get training for
a specific career
To prepare myself
for graduate or
professional school
IMPACT OF UPWARD BOUND 137
23. Below are some reasons that might have influenced your decision to attend the
college you currently attend. How important was each reason in your decision to attend?
(Mark one answer for each possible reason)
Very
Important
Somewhat
Important
Not
Important
My parents wanted me to come here
My relatives wanted me to come here
My teacher advised me
High school counselor advised me
Private college counselor advised me
This college has a very good academic
reputation
This college has a good reputation for
its social activities
I was offered financial assistance
The cost of attending this college
Aid was not offered by first choice
Could not afford first choice
Graduates from this college gain
admission to top graduate/professional
schools
Graduates from this college obtain
good jobs
I wanted to live near home
I was attracted by the religious
affiliation/orientation of the college
I wanted to go to a school about the
size of this college
Rankings in national magazines
Information from a website
I was admitted through an Early Action
or Early Decision program
The athletic department recruited me
A visit to the campus
Ability to take online courses
IMPACT OF UPWARD BOUND 138
24. Are you enrolled (or enrolling) as a: (Mark one)
Full-time student
Part-time student
Not enrolled
25. In which university/college are you currently enrolled?
26. Prior to this term, have you ever taken courses for credit at your current institution?
Yes
No
27. Where did you live while attending college this past year? (Mark one)
On Campus
Off Campus
28. Where did you live?
Residence hall
Apartment
Fraternity or sorority housing
Other residential housing
First-year student housing
Cultural or minority student housing
Single-sex housing
Special academic program
Other special interesting housing
28. Where did you live?
At home with family
Fraternity or sorority house
Rented apartment or house
Other
IMPACT OF UPWARD BOUND 139
29. How many miles is the college you currently attend from your permanent home?
(Mark one)
5 or less
6-10
11-50
51-100
101-500
Over 500
30. How much of your first year's educational expenses (room, board, tuition, and fees)
did you cover from each of the sources listed below? (Mark one answer for each possible
source)
None Less than
$1,000
$1,000 to
2,999
$3,000 to
5,999
$6,000 to
9,999
$10,000+
Family
resources
(parents,
relatives,
spouse, etc.)
My own
resources
(savings
from work,
work-study,
other
income)
Aid which
need not be
repaid
(grants,
scholarships,
military
funding,
etc.)
Aid which
must be
repaid
(loans, etc.)
Other than
above
IMPACT OF UPWARD BOUND 140
31. Are there any concerns you have about your ability to finance your college
education? (Mark one)
None (I am confident that I will have sufficient funds)
Some (but I probably will have enough funds)
Major (not sure I will have enough funds to complete college)
STUDENT INVOLVEMENT
32. For the activities below, indicate which ones you did during your freshman year. If
you engaged in an activity often, mark Frequently. If you engaged in an activity one or
more times, but not frequently, mark Occasionally. Mark Not at all if you have not
performed the activity during your freshman year. (Mark one for each item)
Frequently Occasionally Not at all
Attended a religious service
Was bored in class
Demonstrated for/against a cause
Tutored another student
Studied with other students
Was a guest in a teacher's home
Smoked cigarettes
Drank alcohol
Felt overwhelmed by all I had to do
Felt depressed
Performed volunteer work
Played a musical instrument
Asked a teacher for advice after class
Voted in a student election
Socialized with someone of another
racial/ethnic group
Came late to class
Used the Internet for research or
homework
Performed community service as a part of
a class
Discussed religion
Discussed politics
Worked on a local, state, or national
IMPACT OF UPWARD BOUND 141
political campaign
Skipped school/class
Publicly communicated my opinion about
a cause (e.g. blog, email, petition)
Helped raise money for a cause or
campaign
Fell asleep in class
Failed to complete homework on time
33. How often in the past year did you? (Mark one for each item)
Frequently Occasionally Not at all
Ask questions in class
Support your opinions with a logical
argument
Seek solutions to problems and
explain them to others
Revise your papers to improve your
writing
Evaluate the quality or reliability of
information you received
Take a risk because you feel you
have more to gain
Seek alternative solutions to a
problem
Look up scientific research articles
and resources
Explore topics on your own, even
though it was not required for a class
Accept mistakes as part of the
learning process
Seek feedback on your academic
work
Take notes during class
Work with other students on group
projects
Integrate skills and knowledge from
different sources and experiences
IMPACT OF UPWARD BOUND 142
34. Rate yourself on each of the following traits as compared with the average person
your age. (Mark one in each row).
Highest
10%
Above
Average
Average Below
Average
Lowest
10%
Academic
ability
Artistic ability
Competitiveness
Computer skills
Cooperativeness
Creativity
Drive to achieve
Emotional
health
Leadership
ability
Mathematical
ability
Physical health
Popularity
Public speaking
ability
Self-confidence
(intellectual)
Self-confidence
(social)
Self-
understanding
Spirituality
Understanding
of others
Writing ability
IMPACT OF UPWARD BOUND 143
35. Rate yourself on each of the following traits as compared with the average person
your age. (Mark one for each item)
Highest
10%
Above
Average
Average Below
Average
Lowest 10%
Ability to see
the world
from
someone
else's
perspective
Tolerance of
others with
different
beliefs
Openness to
having my
own views
challenged
Ability to
discuss and
negotiate
controversial
issues
Ability to
work
cooperatively
with diverse
people
IMPACT OF UPWARD BOUND 144
36. Please indicate the importance each of the following are to you: (Mark one for each
item)
Essential Very
Important
Somewhat
Important
Not
Important
Becoming accomplished in
one of the performing arts
(acting, dancing, etc.)
Becoming an authority in my
field
Obtaining recognition from
my colleagues for
contributions to my special
field
Influencing the political
structure
Influencing social values
Raising a family
Being very well off
financially
Helping those with
difficulties
Making a theoretical
contribution to science
Writing original works
(poems, novels, etc.)
Creating artistic works
(painting, sculpture, etc.)
Becoming successful in a
business of my own
Becoming involved in
programs to clean up the
environment
Developing a meaningful
philosophy of life
Participating in a community
action program
Helping to promote racial
understanding
Keeping up to date with
political affairs
IMPACT OF UPWARD BOUND 145
Becoming a community
leader
Improving my understanding
of other countries and cultures
Adopting “green” practices to
protect the environment
37. Below is a list of different undergraduate major fields. Mark only one from one of
the general categories to indicate your probable field of study.
Arts and Humanities Natural Science Business Education
Art, fine and
applied
Biology (general) Accounting
Business
Education
English (language
and literature)
Biochemistry
Business Admin.
(general)
Elementary
Education
History Biophysics Finance
Music or Art
Education
Journalism Botany
International
Business
Physical
Education or
Recreation
Language and
Literature (except
English)
Environmental
Science
Marketing
Secondary
Education
Music
Marine (Life)
Science
Management
Special
Education
Philosophy Microbiology Secretarial Studies
Speech or Drama Bacteriology Other Business
Theology or
Religion
Zoology
Business Admin.
(general)
Other Arts and
Humanities
Other Biological
Science
Finance
Engineering Physical Science Professional Social Science
Aeronautical or
Astronautical
Engineering
Astronomy
Architecture or
Urban Planning
Anthropology
Civil Engineering
Atmospheric
Science (incl.
Meteorology)
Family and
Consumer Sciences
Economics
Chemical
Engineering
Chemistry
Health Technology
(medical, dental,
laboratory)
Ethnic Studies
Computer
Engineering
Earth Science
Library or Archival
Science
Geography
Electrical or
Electronic
Engineering
Marine Science
(incl.
Oceanography)
Medicine,
Dentistry,
Veterinary
Medicine
Political Science
(gov’t,
international
relations)
Industrial
Engineering
Mathematics Nursing Psychology
IMPACT OF UPWARD BOUND 146
Mechanical
Engineering
Physics Pharmacy Public Policy
Other Engineering
Other Physical
Science
Therapy
(occupational,
physical, speech)
Social Work
Other Professional Sociology
Women’s
Studies
Technical Other Fields
Building Trades Agriculture
Data Processing or
Computer
Programming
Communications
Drafting or Design Computer Science
Electronics Forestry
Mechanics Kinesiology
Other Technical Law Enforcement
Military Science
Other Field
38. What is the highest academic degree that you intend to obtain? (Mark one in each
column)
None
Vocational
Certificate
Bachelor’s
Degree (B.A.,
B.S., etc)
Master’s
Degree (M.A.,
M.S., etc)
Ph.D or Ed.D
Highest
Planned
Highest
Planned at
Current
College
M.D.,
D.O.,
D.D.S., or
D.V.M
J.D. (Law)
B.D. or
M.DIV.
(Divinity)
Other
Highest
Planned
Highest
Planned at
Current
College
IMPACT OF UPWARD BOUND 147
39. What is your best guess as to the chances that you will: (Mark one for each item)
Very Good
Chance
Some Chance Very Little
Chance
No Chance
Change major
field
Change career
choice
Participate in
student
government
Get a job to
help pay for
college
expenses
Work full-time
while attending
college
Join a social
fraternity or
sorority
Play club,
intramural, or
recreational
sports
Play
intercollegiate
athletics (e.g.
NCAA or
NAIA-
sponsored)
Earn at least a
"B" average
Need extra time
to complete
your degree
requirements
Participate in
student protests
or
demonstrations
IMPACT OF UPWARD BOUND 148
Transfer to
another college
before
graduating
Be satisfied
with your
college choice
Participate in
volunteer or
community
service work
Seek personal
counseling
Communicate
regularly with
your professors
Socialize with
someone of
another
racial/ethnic
group
Participate in
student
clubs/groups
Participate in a
study abroad
program
Have a
roommate of a
different
race/ethnicity
Discuss course
content with
students
outside of class
Work on a
professor's
research project
Get tutoring in
specific courses
IMPACT OF UPWARD BOUND 149
Take courses
from more than
one college
simultaneously
CURRENT YEAR
40. Are you on a semester or a quarter system?
Semester
Quarter
41. How many units/course credits were you enrolled in during your first year?
Fall Quarter
Winter Quarter
Spring Quarter
41. How many units/course credits were you enrolled in during your first year?
Fall Semester
Spring Semester
Summer Semester
42. How many units/course credits are you currently taking?
Fall Quarter
Winter Quarter
Spring Quarter
42. How many units/course credits are you taking?
Fall Semester
Spring Semester
Summer Semester
IMPACT OF UPWARD BOUND 150
43. Compared with when you entered the current college, how would you now describe
your:
Much
Stronger
Stronger No Change Weaker Much
Weaker
General
knowledge
Knowledge of
a particular
field or
discipline
Knowledge of
people from
different
races/cultures
Understanding
of the
problems
facing your
community
Understanding
of national
issues
Understanding
of global
issues
Ability to
conduct
research
Ability to
work as part
of a team
Critical
thinking skills
Problem-
solving skills
Leadership
ability
IMPACT OF UPWARD BOUND 151
44. Since entering the current college, how often have you interacted with the following
people (e.g., by phone, e-mail, Instant Messenger, or in person):
Daily 2 or 3
times
per week
Once a
week
1 or 2
times per
month
1 or 2
times
per term
Never
Faculty during
office hours
Faculty outside of
class or office
hours
Academic
advisors/counselors
Other college
personnel
Close friends at
this institution
Close friends not at
this institution
Your family
Graduate
students/teaching
assistants
Close friends from
your high school
IMPACT OF UPWARD BOUND 152
45. Since entering the current college, how often have you felt: (Mark one for each item)
Frequently Occasionally Not at all
Lonely or homesick
Isolated from campus life
Unsafe on this campus
Worried about your health
Your courses inspired you to
think in new ways
Your job interfered with your
schoolwork
Your schoolwork interfered with
your job
Your family responsibilities
interfered with your schoolwork
Your social life interfered with
your schoolwork
Family support was necessary to
succeed
IMPACT OF UPWARD BOUND 153
46. Since entering college, how has it been to: (Mark one for each item)
Very Easy Somewhat
Easy
Somewhat
Difficult
Very
Difficult
Understand what your
professors expect of you
academically
Develop effective study
skills
Adjust to the academic
demands of college
Manage your time
effectively
Develop close friendships
with male students
Develop close friendships
with female students
Develop close friendships
with students of a
different racial/ethnic
group
Utilize campus services
available to students
IMPACT OF UPWARD BOUND 154
47. Since entering college, how much time have you spent during a typical week doing
the following activities? (Mark one for each item).
0 hours
per
week
Less
than 1
hour
per
week
1-2
hours
per
week
3-5
hours
per
week
6-10
hours
per
week
11-15
hours
per
week
16-20
hours
per
week
Over
20
hours
per
week
Attending classes/labs
Studying/homework
Socializing with
friends
Talking with
professors outside of
class
Exercising or sports
Partying
Working (for pay) on
campus
Working (for pay) off
campus
Volunteer work
Student clubs and
groups
Watching TV
Household/childcare
duties
Commuting
Online social networks
(MySpace, Facebook,
etc.)
IMPACT OF UPWARD BOUND 155
48. Please rate your satisfaction with the current institution on each of the aspects of
college life listed below: (Mark one for each item)
Very
Satisfied
Satisfied Neutral Dissatisfied Very
Dissatisfied
Not
Applicable/No
Experience
General
education and
core
curriculum
courses
Your overall
academic
experience
Classroom
facilities
Computer
facilities/labs
Library
facilities
Laboratory
facilities and
equipment
Computer
assistance
Academic
advising
Tutoring or
other
academic
assistance
Student
housing (e.g.,
res. halls)
Student
housing office
Financial aid
office
Financial aid
package
Student health
services
Psychological
counseling
services
Orientation for
new students
Opportunities
IMPACT OF UPWARD BOUND 156
for community
service
Registrar's
office
First-year
programs
(e.g., first-year
seminar,
learning
community,
linked
courses)
IMPACT OF UPWARD BOUND 157
49. Please indicate the extent to which you agree or disagree with the following
statements: (Mark one for each item
Strongly
agree
Agree Disagree Strongly
Disagree
I have felt discriminated against
based on my race/ethnicity
I have felt discriminated against
based on my socio-economic
status
I have felt discriminated against
based on my gender
I have felt discriminated against
based on my religion
I have felt discriminated against
based on my sexual orientation
In class, I have heard faculty
express stereotypes about
racial/ethnic groups
In class, I have heard faculty
express gender stereotypes
There is a lot of racial tension on
this campus
The admission/recruitment
materials portrayed this campus
accurately
I see myself as part of the campus
community
Faculty here are interested in
students' academic problems
Most students here are treated
like "numbers in a book"
I have been able to find a balance
between academics and
extracurricular activities
I feel I am a member of this
college
My college experiences have
exposed me to diverse opinions,
cultures, and values
IMPACT OF UPWARD BOUND 158
I feel a sense of belonging to this
campus
I am enthusiastic about this
college
If asked, I would recommend this
college to others
I have effectively led a group to a
common purpose
IMPACT OF UPWARD BOUND 159
50. To what extent have you experienced the following with other students from a
racial/ethnic group other than your own? (Mark one for each item).
Very often Often Sometimes Seldom Never
Dined or shared a meal
Had meaningful and honest
discussions about
racial/ethnic relations
outside of class
Had guarded, cautious
interactions
Shared personal feelings
and problems
Had tense, somewhat hostile
interactions
Had intellectual discussions
outside of class
Felt insulted or threatened
because of your
race/ethnicity
Studied or prepared for
class
Socialized or partied
IMPACT OF UPWARD BOUND 160
51. How often in the past year did you: (Mark one for each item).
Frequently Occasionally Not at all
Ask questions in class
Support your opinions with a logical
argument
Seek solutions to problems and explain
them to others
Revise your papers to improve your
writing
Evaluate the quality or reliability of
information you received
Take a risk because you felt you had
more to gain
Seek alternative solutions to a problem
Look up scientific research articles and
resources
Explore topics on your own, even
though it was not required for a class
Accept mistakes as part of the learning
process
Seek feedback on your academic work
Take notes during class
Integrate skills and knowledge from
different sources and experience
IMPACT OF UPWARD BOUND 161
52. Please rate your satisfaction with your current institution on each of the aspects of
college life listed below: (Mark one for each item)
Very
Satisfied
Satisfied Neutral Dissatisfied Very
Dissatisfied
Can't
Rate/No
Experience
Amount of
contact with
faculty
Racial/ethnic
diversity of
faculty
Racial/ethnic
diversity of
student body
Class size
Interaction
with other
students
Relevance of
coursework
to everyday
life
Relevance of
coursework
to future
career plans
Overall
quality of
instruction
Respect for
the
expression of
diverse
beliefs
Availability
of campus
social
activities
Your social
life
Overall sense
of
community
among
students
Overall
college
experience
IMPACT OF UPWARD BOUND 162
53. What is your overall grade average (as of your most recently completed academic
term)? (Mark one)
A or A+
A-
B+
B
B-
C+
C
D
I did not receive grades in my courses
THANK YOU!
Abstract (if available)
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
Linked assets
University of Southern California Dissertations and Theses
Conceptually similar
PDF
The impact of college success program on first generation college students in their preparation for college
PDF
Impact of mentoring on former pre-college program participants: gaining while giving back
PDF
The impact of a TRIO upward bound program on the academic achievement of African-American male students
PDF
Deconstructing persistence in academic language among second-generation Latino language minority students: how do second-generation Latino language minority community college students alter their...
PDF
Four year college access for undocumented Latino students
PDF
Staff members’ transfer of social capital to first-generation, low-income Latino/a students of Mexican descent
PDF
Understanding undocumented students' resistance of acting white as they persist to gain access to college-valued information and resources
PDF
An examination of the role of high school counselors in assisting college-bound first-generation Latino/a Students in the San Fernando Valley of Los Angeles
PDF
Positive deviance: first generation Latino college students
PDF
Significant others in the lives of Latino first-generation college students: how social capital aids persistence
PDF
A formative evaluation of the student support services TRIO program for low income and first generation college bound students self-efficacy at Butte-Glenn Community College District
PDF
Native Hawaiian student success in the first-year: the impact of college programs and practices
PDF
Measurement of school connectedness (MOSC): modified connectedness questionnaire for secondary schools.
PDF
The possible selves of Latino males participating in the Upward Bound Program
PDF
Understanding the barriers to college access for former foster youth at the Los Angeles Community College District
PDF
Educational factors at urban public school that contribute to variation in academic achievement: comparison of high and average achieving Chinese Americans
PDF
Designing college transition programs for low-income, first-generation commuter students
PDF
Ninth grade freshman focus: shifting the trajectory for multiple need students
PDF
Cultural ecology, stereotype threat, and institutional agents: high school achievements of Black male and female students
PDF
AB 540 community college students in Southern California: making connections and realizing dreams
Asset Metadata
Creator
Pringle-Hornsby, Elizabeth
(author)
Core Title
The impact of Upward bound on first generation college students in the freshman year of college
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
01/30/2013
Defense Date
11/06/2012
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
college preparation programs,first generation,freshman experience,OAI-PMH Harvest,Upward bound
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
García, Pedro Enrique (
committee chair
), Baca, Reynaldo R. (
committee member
), Fischer, Linda A. (
committee member
), Green, Alan Gilford (
committee member
)
Creator Email
ephornsby@gmail.com,pringleh@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c3-130297
Unique identifier
UC11292264
Identifier
usctheses-c3-130297 (legacy record id)
Legacy Identifier
etd-PringleHor-1416.pdf
Dmrecord
130297
Document Type
Dissertation
Rights
Pringle-Hornsby, Elizabeth
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
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 a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
college preparation programs
first generation
freshman experience
Upward bound