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Students' Experiences with Supports Offered in Educational Opportunity Programs That Lead to Their Persistence in Postsecondary Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Students' Experiences with Supports Offered in Educational Opportunity Programs That Lead to Their Persistence in Postsecondary Education./
Author:	Beauchemin, Amy J.
Description:	1 online resource (250 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355267068

Students' Experiences with Supports Offered in Educational Opportunity Programs That Lead to Their Persistence in Postsecondary Education.
Beauchemin, Amy J.

Students' Experiences with Supports Offered in Educational Opportunity Programs That Lead to Their Persistence in Postsecondary Education. - 1 online resource (250 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The purpose of this single case study was to gain a deeper understanding of the supports provided by postsecondary education institutions to students in Educational Opportunity Programs (EOPs). EOPs provide typically low-income, first generation, academically underprepared, and underserved students, who are often overlooked but show potential, with supports they may need to help them persist to college graduation. Swail's Geometric Model of Student Persistence and Achievement (Swail, 2004; Swail, Redd, & Perna, 2003) framed this study by considering how institutional factors such as financial, academic, and student supports helped students persist in college. A single case study was conducted with semi-structured interviews of 15 upper level EOP students and 7 EOP staff or administrators. The study focused on the reports of EOP students and EOP staff and administrators to identify the supports that helped EOP students persist at a 4-year public university in New York State. The supports examined were students' transition from high school-to-college, financial supports, academic supports, social supports, and counseling supports.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355267068Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Students' Experiences with Supports Offered in Educational Opportunity Programs That Lead to Their Persistence in Postsecondary Education.
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245 1 0 $a Students' Experiences with Supports Offered in Educational Opportunity Programs That Lead to Their Persistence in Postsecondary Education.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: H. Kenny Nienhusser.
502 $a Thesis (Ed.D.) $c University of Hartford $d 2017.
504 $a Includes bibliographical references
520 $a The purpose of this single case study was to gain a deeper understanding of the supports provided by postsecondary education institutions to students in Educational Opportunity Programs (EOPs). EOPs provide typically low-income, first generation, academically underprepared, and underserved students, who are often overlooked but show potential, with supports they may need to help them persist to college graduation. Swail's Geometric Model of Student Persistence and Achievement (Swail, 2004; Swail, Redd, & Perna, 2003) framed this study by considering how institutional factors such as financial, academic, and student supports helped students persist in college. A single case study was conducted with semi-structured interviews of 15 upper level EOP students and 7 EOP staff or administrators. The study focused on the reports of EOP students and EOP staff and administrators to identify the supports that helped EOP students persist at a 4-year public university in New York State. The supports examined were students' transition from high school-to-college, financial supports, academic supports, social supports, and counseling supports.
520 $a Based on the reports of EOP students and EOP staff and administrators, the financial, academic, and counseling supports were most impactful to EOP students' persistence in college. More specifically, academic and social supports, which included tutoring, mandatory study hours, and friendships developed within the program, were identified as helpful to EOP students as they transitioned from high school-to-college and continued in college. EOP counselors, who provided academic advising assistance and social-emotional support, were also considered paramount to EOP students' persistence in college. Financial supports were also identified as an important element to student persistence, most notably, the grants received from the federal and state governments as well as a program funded book stipend. Furthermore, students also identified a feeling of family, caring, and availability of EOP staff as important to persistence.
520 $a This study contributes to the literature by confirming the importance of supports to student persistence such as the summer program, tutoring and financial support, introducing the notion of culture in an EOP and highlighting the importance of a holistic support system. The implications for policy emphasis on the continuation, growth, and development of funding to EOPs. Recommendations for research focus on faculty involvement in a summer bridge program, helping students develop friendship, and counseling supports. The implications for practice focus on how the elements of the EOP such as the culture, dedicated counselors, and free tutoring can impact broader populations of students to increase persistence in college.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Education policy. $3 1107727
650 4 $a Educational administration. $3 1148465
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Hartford. $b Educational Leadership. $3 1180068
773 0 $t Dissertation Abstracts International $g 79-02A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10633512 $z click for full text (PQDT)