Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.

Title:
Forces to be reckoned : the narratives of three summer bridge program participants at a historically black university
Creator:
Clark, Nuriyah (Author)
Contributor:
Thompson, Corliss (Advisor)
Conn, Kelly (Committee member)
Boykin, Tiffany (Committee member)
Publisher:
Boston, Massachusetts : Northeastern University, 2014
Date Accepted:
October 2014
Date Awarded:
January 2015
Type of resource:
Text
Genre:
Doctoral theses
Format:
electronic
Digital origin:
born digital
Abstract/Description:
Initiatives to increase access to higher education for underrepresented students have seen success over the years. However, in some cases, this means that more students are requiring remediation prior to enrolling in college-level coursework. The existing research related to the retention and persistence of underprepared students suggests that these students are less likely to graduate. However, there are a number of underprepared students who have completed remediation and have managed to successfully persist to graduation. Using Martin and Marsh's (2006) 5-C model of academic resilience as a framework, this qualitative study used in depth interviews to explore the experiences of three such students who required remediation prior to enrolling at a four year historically black university, and managed to defy the odds and achieve academic success. The findings suggest that an individual's upbringing played the most significant role in their development of academic resilience. Summer bridge programs were found to be useful in reinforcing behaviors learned at home. Faculty interaction and guidance, and recognition for academic achievements were also positively linked to the development of academic resilience. However, the participants did not believe that remediation contributed to their success which suggests that some students may be mis-assigned to remediation.
Subjects and keywords:
academic resilience
at-risk
college readiness
remediation
summer bridge programs
underprepared
Higher Education
College student development programs
Underprepared college students -- Interviews
African American college students -- Interviews
African Americans -- Education (Higher)
Remedial teaching
Resilience (Personality trait)
DOI:
https://doi.org/10.17760/d20128381
Permanent URL:
http://hdl.handle.net/2047/d20128381
Use and reproduction:
In Copyright: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the right-holder(s). (http://rightsstatements.org/vocab/InC/1.0/)
Copyright restrictions may apply.

Downloads