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Author: Jonathan David Kotinek Publisher: ISBN: Category : Languages : en Pages :
Book Description
This study addresses the question "what is it like to be a gifted early college entrant?" Participants were eight college graduates between the ages of 23 and 45 who matriculated to college as full-time, degree-seeking students at age 16. This was a qualitative study conducted by open-ended interview and utilized narrative inquiry as a framework for the analysis. Participant responses were coded and analyzed using constant comparative method. Coded responses were grouped into 40 subcategories which were further collapsed into 7 overarching categories that provide a framework for understanding the experience of early college entrance: life story; being exceptional; understanding exceptionality through others' experience; transition to college, academic preparation, performance, and experience; getting involved and pursuing interests; and social-emotional awareness and agency. These categories provide a picture of the milieu in which participants made the decision to enter college early. Results of this study suggest that participants experienced a milieu of educational experiences, including academic acceleration, and embedded social-emotional contexts that increased their academic self-concept and precipitated early college entrance. Despite failing to recognize their own giftedness and experiencing academic struggle, participants successfully completed college and embarked on meaningful careers. Interpreting giftedness as asynchronous development provides a framework for these results. The results of the present study suggest that while the native cognitive ability of a gifted early entrant might be sufficient to complete college, additional social-emotional supports are needed to fully realize the academic potential of gifted students. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151128
Author: Jonathan David Kotinek Publisher: ISBN: Category : Languages : en Pages :
Book Description
This study addresses the question "what is it like to be a gifted early college entrant?" Participants were eight college graduates between the ages of 23 and 45 who matriculated to college as full-time, degree-seeking students at age 16. This was a qualitative study conducted by open-ended interview and utilized narrative inquiry as a framework for the analysis. Participant responses were coded and analyzed using constant comparative method. Coded responses were grouped into 40 subcategories which were further collapsed into 7 overarching categories that provide a framework for understanding the experience of early college entrance: life story; being exceptional; understanding exceptionality through others' experience; transition to college, academic preparation, performance, and experience; getting involved and pursuing interests; and social-emotional awareness and agency. These categories provide a picture of the milieu in which participants made the decision to enter college early. Results of this study suggest that participants experienced a milieu of educational experiences, including academic acceleration, and embedded social-emotional contexts that increased their academic self-concept and precipitated early college entrance. Despite failing to recognize their own giftedness and experiencing academic struggle, participants successfully completed college and embarked on meaningful careers. Interpreting giftedness as asynchronous development provides a framework for these results. The results of the present study suggest that while the native cognitive ability of a gifted early entrant might be sufficient to complete college, additional social-emotional supports are needed to fully realize the academic potential of gifted students. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151128
Author: LaQuesha Foster Publisher: ISBN: Category : Languages : en Pages : 458
Book Description
Seldom are the experiences of Early College High School (ECHS) students studied while they are simultaneously working towards high school and college completion. Designed to assist with school reform, ECHS programs provide students with equity and educational opportunities that might not be available in a traditional high school setting. ECHS students are studied primarily to learn about ECHS policy or as first-time-in-college students, after they have transferred to a four year-institution or in comparison to other first-time-in-college students (Schlossberg, 2011). The purpose of this narrative study, utilizing Schlossberg's Transition theory, was to address the exploratory question: How do high school students navigate their transition to the community college while participating in an Early College High School program? Unstructured interviews, narrative inquiry, and thematic analysis were used develop stories and find emerging themes to understand the lived experiences of the participants as high school students participating in the ECHS program and to understand their ECHS experience at the community college. Three themes emerged from the data that aligned with Schlossberg's Transition Theory. These themes revealed more about Early College High School students who completed two years at the high school, or the ninth and tenth grade, and have transitioned to the community college to complete their junior and senior years in high school while simultaneously completing up to 60 hours or an associate degree
Author: Anthony Abraham Jack Publisher: Harvard University Press ISBN: 0674239660 Category : Education Languages : en Pages : 464
Book Description
An NPR Favorite Book of the Year Winner of the Critics’ Choice Book Award, American Educational Studies Association Winner of the Mirra Komarovsky Book Award Winner of the CEP–Mildred García Award for Exemplary Scholarship “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker “The lesson is plain—simply admitting low-income students is just the start of a university’s obligations. Once they’re on campus, colleges must show them that they are full-fledged citizen.” —David Kirp, American Prospect “This book should be studied closely by anyone interested in improving diversity and inclusion in higher education and provides a moving call to action for us all.” —Raj Chetty, Harvard University The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.
Author: Rachel Gable Publisher: Princeton University Press ISBN: 0691216614 Category : Education Languages : en Pages : 264
Book Description
A revealing look at the experiences of first generation students on elite campuses and the hidden curriculum they must master in order to succeed College has long been viewed as an opportunity for advancement and mobility for talented students regardless of background. Yet for first generation students, elite universities can often seem like bastions of privilege, with unspoken academic norms and social rules. The Hidden Curriculum draws on more than one hundred in-depth interviews with students at Harvard and Georgetown to offer vital lessons about the challenges of being the first in the family to go to college, while also providing invaluable insights into the hurdles that all undergraduates face. As Rachel Gable follows two cohorts of first generation students and their continuing generation peers, she discovers surprising similarities as well as striking differences in their college experiences. She reveals how the hidden curriculum at legacy universities often catches first generation students off guard, and poignantly describes the disorienting encounters on campus that confound them and threaten to derail their success. Gable shows how first-gens are as varied as any other demographic group, and urges universities to make the most of the diverse perspectives and insights these talented students have to offer. The Hidden Curriculum gives essential guidance on the critical questions that university leaders need to consider as they strive to support first generation students on campus, and demonstrates how universities can balance historical legacies and elite status with practices and policies that are equitable and inclusive for all students.
Author: Rashunda L. Stitt Publisher: ISBN: 9781473950740 Category : First-generation college students Languages : en Pages :
Book Description
Simply because their parents did not attend college, first-generation college students are at a higher risk of dropping out than other college students, if their needs are not met. A number of researchers have conducted studies of first-generation college students in order to assess their needs. However, a majority of these studies are quantitative and ask the first-generation student to answer multiple closed-ended questions. Such restrictive questions allow students to express their feelings only about previously provided prompts. As a result, the voice of the first-generation college student is silenced.
Author: George D. Kuh Publisher: John Wiley & Sons ISBN: 1118046854 Category : Education Languages : en Pages : 422
Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Carolina Ramirez Publisher: ISBN: 9781658413008 Category : Languages : en Pages :
Book Description
Early undergraduate experiences influence retention and student success. The first year of college is a time of great transition when students gather feedback about their abilities and fit with their campus. With the aim of informing how first-year experiences can impact undergraduate success, this study shares narratives of how 17 first-year students transitioned into a broad-access four-year university. This dissertation also shares how participants explained the impact that peer, faculty, and staff interactions had on their perceptions of their academic abilities and sense of belonging on campus. This dissertation study uses purposeful sampling and narrative analysis (Creswell, 2007). Seventeen participants were interviewed three times during their first-year (the beginning of fall semester, the beginning of spring semester, and the end of spring semester). All participants were: (1) first-year students at a broad-access baccalaureate institution, (2) first-generation college students, (3) placed into developmental education, and (4) part of a learning cohort community. This study uses several models of student success to frame its understanding of participants' unique pathways into college and early undergraduate experiences. This framework also allows this study to highlight: (1) the importance of faculty, staff, and peers in affirming participants' perceptions of themselves as learners and (2) instances that affirmed participants as assets to the wider campus community. This dissertation finds that participants chose their campus because they were familiar with it, it was near their hometowns, and they perceived it as affordable. Primarily, in no small part because many lived off-campus, participants went to campus to attend classes, and they did not much engage in student organizations or campus life. All participants started the school year intimidated, worried, and scared that they would not be academically successful. While, by the end of the year, most participants felt comfortable with their ability to complete college-level work, they did not describe a linear progression from feeling scared to feeling confident. Concerns about their academic abilities permeated throughout the year. Faculty guidance on assignments, efforts to get to know participants, and feedback on coursework contributed to improvements in participants' outlook and study behaviors. All participants were members of a learning cohort program. Sharing classes with the same peers provided participants multiple opportunities to organize study groups. In addition to acting as spaces where participants could develop their academic skills and better understand their role as college students, study groups also allowed participants to develop friendships, nurture their sense of belonging, and increase their enjoyment of college. As stated earlier, many participants did not spend much time on campus outside of classes, and relationships with classmates, as well as faculty validation, were instrumental to participants' sense of belonging on campus. This dissertation highlights the important work that peers, faculty, student services staff, and other institutional agents at a broad-access four-year university can do to promote a smooth transition into college for undergraduates.
Author: D. Jean Clandinin Publisher: Emerald Group Publishing ISBN: 1780529740 Category : Education Languages : en Pages : 293
Book Description
Composing Lives in Transition: A Narrative Inquiry into the Experiences of Early School Leavers is structured around ten narrative accounts, each one offering glimpses into the lives of early school leavers from different backgrounds
Author: Jonathan David Kotinek
Author: Jonathan David Kotinek
Author: LaQuesha Foster
Author: Anthony Abraham Jack
Author: Rachel Gable
Author: Rashunda L. Stitt
Author: Ruth A. Darling
Author: Nicholas Lemann
Author: George D. Kuh
Author: Carolina Ramirez
Author: D. Jean Clandinin