Tag college academic readiness,college readiness,community college assessment,English assessment,English placement,multiple measures,non-cognitive measures,oai:digitallibrary.usc.edu:usctheses,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Advisor Carbone, Paula (committee chair), Crawford, Jenifer (committee member), Herrin, Bridget (committee member)

Creator Email adask2005@gmail.com,askerneese.miracosta@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-31265

Unique identifier UC11672120

Identifier etd-Askerneese-6473.pdf (filename),usctheses-c89-31265 (legacy record id)

Legacy Identifier etd-Askerneese-6473.pdf

Dmrecord 31265

Document Type Dissertation

Format application/pdf (imt)

Rights Askerneese, Adrean Jamal

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

Abstract (if available)

Abstract My dissertation addressed the question: What is the relationship between educational cultural capital of First-generation community college minoritized students and their perceived understanding of college academic readiness and English remediation? Using the framework of educational cultural capital, this dissertation sought to understand the experiences and perceptions of First-generation minoritized students in their transition from high school to community college. The contributions of the literature to my study provided insight to the importance of considering cognitive and non-cognitive measures when determining college academic readiness for First generation minoritized students. Themes that emerged were: students’ perceptions and experiences as to how high school prepared them for college