상세정보
Export to Refworks부가기능
Bridge Inspection: Predicting the Retention of Academically Prepared First-generation, Low-income Students Participating in a Summer Bridge Program
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Bridge Inspection: Predicting the Retention of Academically Prepared First-generation, Low-income Students Participating in a Summer Bridge Program. |
| 개인저자 | Anthony, Marshall Cedric, Jr. |
| 단체저자명 | The Florida State University. Educational Leadership & Policy Studies. |
| 발행사항 | [S.l.]: The Florida State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 108 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-02A. Dissertation Abstract International |
| ISBN | 9781085595018 |
| 학위논문주기 | Thesis (Ph.D.)--The Florida State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Advisor: Schwartz, Robert. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | The narrative of first-generation, low-income students (FGLI) has a long, and often complicated tradition in the history of American higher education. FGLI students experience challenges in postsecondary retention. FGLI students are rapidly enrolling in higher education, but they are dropping out of college at alarming rates. Over 4.5 million FGLI students enroll in higher education, but 46.8% of FGLI students drop out of college and 90% fail to graduate within six years. For the past decade, a growing number of postsecondary institutions have attempted to increase their commitment to serve FGLI students through targeted pipeline interventions, such as summer bridge programs (SBP). Summer bridge programs occur during the summer before incoming college students' first Fall semester, and last four to six weeks. The majority of older and more recent studies have found positive relationships between developmental SBPs and the retention of academically underprepared and economically disadvantaged students attending community colleges and open-admissions four-year postsecondary institutions. However, fewer empirical studies have been useful predicting the retention of academically prepared FGLI students who participate in non-developmental SBPs at selective institutions. The present study expands our empirical understanding about the relationship between non-developmental SBPs and the retention of academically prepared FGLI undergraduate students attending selective four-year institutions. Specifically, this study focuses on academically prepared FGLI undergraduate students attending Excel State University (ESU), a public, four-year university located in the Southeast. Developmental SBPs are predictive of the retention of academically underprepared FGLI students, but the findings in this present study reveal contrasting results for academically prepared FGLI students in non-developmental SBPs. |
| 일반주제명 | Higher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
