A case study analysis of resources and support that encourage enrollment of low-income, first-generation African American college students

Permanent URL: http://hdl.handle.net/2047/D20319841
Title:
A case study analysis of resources and support that encourage enrollment of low-income, first-generation African American college students
Creator:
Kosses, Jennifer (Author)
Contributor:
Morris, Dr. Mounira (Advisor)
Childers-McKee, Dr. Cherese (Committee member)
McCoy, Dr. Brian (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2019
Copyright date:
2019
Date Accepted:
May 2019
Date Awarded:
June 2019
Type of resource:
Text
Genre:
Doctoral theses
Format:
electronic
Digital origin:
born digital
Abstract/Description:
Higher education is seen by society as an opportunity for doors to be opened for high school graduates in achieving their personal and professional goals. It has long been held that a college education is vital to creating engaged and productive citizens. A bachelor's degree has become necessary for forward mobility for oneself and future generations. Due to the rising costs of college and the reliance on federal and private loans, students from low socioeconomic backgrounds are often priced out of college. More specifically, one largely affected population is first-generation African American college students. Rising costs, insufficient knowledge about financial-aid programs and a lack of guidance from families and caregivers has increased the gap between who will and who will not attend college. To create more opportunity for low-income, first-generation African American individuals, this researcher identified resources and support that existed for students who attended a four-year private college in New England. Using a case study analysis, the researcher developed recommendations of practice to provide more resources and support for low-income, first-generation African American students. These recommendations included stronger connected with high school guidance counselor, enhanced recruitment practices, and more transparent documents for incoming students.
Subjects and keywords:
African American students
college access
college equity
first-generation
low-income
Higher education administration
DOI:
https://doi.org/10.17760/D20319841
Permanent URL:
http://hdl.handle.net/2047/D20319841
Use and reproduction:
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