Matching Items (3)
Description
The intention of this research is to bring us to Worcester, Massachusetts, New England's second largest city, to critically investigate the punitive patterns that exist in the "second chance" opportunity structure experienced by young people who have been dropped-out of schools. The conceptual framework I've constructed pulls from developed theories on the relationship between structural processes, institutional practices and lived experiences of marginalization. There is a need to understand how the process of school leaving, the label of "dropout," and the pursuit of second-chance opportunity are connected and exercise forms of punishment that have clear messages about the worth of these young men's aspirations and the value in fostering support for their opportunities. This critical ethnography introduces the narratives of four young men, marginalized by race and class, whose pursuits of alternative education pathways in Worcester, MA lead them towards constructing an inclusive opportunity on one's own terms. My assertion here is that the social issue is not exclusively about "dropouts," but about the relationships our schools, neighborhoods and society at large have on creating the enabling conditions of opportunity for our most marginalized students.
ContributorsBegin, Meshia (Author) / Lopez, Vera (Thesis advisor) / Cheng, Wendy (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2014
Description
First-generation and low-income high school students have historicallyexperienced disadvantages to enrolling in post-secondary education. While there are many programs that assist first-generation and low-income high school students in enrolling and achieving post-secondary education, it is unclear if these programs create equitable opportunities for their target populations. This study explores the realities of the people, and policies in practice at an Upward Bound program to understand if the program creates opportunities for first-generation and low-income students in the program, or if the realities of the people and policies in practice in the program create opportunity gaps thus impacting first-generation and low-income students in the program. The study was conducted through the opportunity gap explanatory framework which provided a framework to understand the educational practices that construct opportunity gaps. The perspective of two administrators and three educators from one rural Upward Bound program was captured. Ethnographic interviews were conducted to collect data and thematic analysis was used to analyze and describe the opportunities and opportunity gaps that existed within the program. The data suggest that both opportunities and opportunity gaps co-exist within one rural Upward Bound program.
ContributorsWasem, Leslie Evonne (Author) / Kirsch, Robert (Thesis advisor) / Wallace, Lillian (Thesis advisor) / Veach, Paula (Committee member) / Arizona State University (Publisher)
Created2022
Description
ABSTRACT
To remain competitive on local, state, and national levels and to achieve future economic and social goals, Imperial and Yuma County need an educated workforce. The primary industries supporting the desert region are technical, science, technology, enginnering and mathematics (STEM)-based, and require a highly skilled and educated workforce. There continue to be vast disparities in terms of numbers of students declared and enrolled in STEM transfer degree programs and the number of students completing STEM bachelor’s degrees.
Perceptions regarding post-secondary education start to develop at a young age and can prevent or enable a student’s development of post-secondary aspirations. Understanding a student’s perceptions of barriers are important because they can prevent students from completing a four-year degree. The pilot research provided in the study are the first steps in helping educators and community leaders understand what drives and form student perceived educational barriers and student perceptions of self, and then provide a better understanding of first-generation Hispanic students’ value of higher education.
As part of the study, I designed the science, technology, engineering, agriculture and mathematics (“STEAM”) College Success Program to help college students overcome the perceived barriers intervening with the completion of a bachelor’s degree. The program involved community, industry, and college students in a unique experience of incorporating a one-week camp, academic year of mentorship, STEM education, and college support. Pilot results of the “STEAM” College Success Program indicate the innovation was effective in reducing perceived barriers relating to college success and bachelor’s degree completion.and was most effective in the area of self-efficacy and personal achievement.
To remain competitive on local, state, and national levels and to achieve future economic and social goals, Imperial and Yuma County need an educated workforce. The primary industries supporting the desert region are technical, science, technology, enginnering and mathematics (STEM)-based, and require a highly skilled and educated workforce. There continue to be vast disparities in terms of numbers of students declared and enrolled in STEM transfer degree programs and the number of students completing STEM bachelor’s degrees.
Perceptions regarding post-secondary education start to develop at a young age and can prevent or enable a student’s development of post-secondary aspirations. Understanding a student’s perceptions of barriers are important because they can prevent students from completing a four-year degree. The pilot research provided in the study are the first steps in helping educators and community leaders understand what drives and form student perceived educational barriers and student perceptions of self, and then provide a better understanding of first-generation Hispanic students’ value of higher education.
As part of the study, I designed the science, technology, engineering, agriculture and mathematics (“STEAM”) College Success Program to help college students overcome the perceived barriers intervening with the completion of a bachelor’s degree. The program involved community, industry, and college students in a unique experience of incorporating a one-week camp, academic year of mentorship, STEM education, and college support. Pilot results of the “STEAM” College Success Program indicate the innovation was effective in reducing perceived barriers relating to college success and bachelor’s degree completion.and was most effective in the area of self-efficacy and personal achievement.
ContributorsHodges, Tanya Marie (Author) / Bernstein, Katie (Thesis advisor) / Dyer, Penny (Committee member) / Montopoli, George (Committee member) / Schaal, Mary (Committee member) / Arizona State University (Publisher)
Created2019