ERIC Number: EJ1016231
Record Type: Journal
Publication Date: 2013-Sep-18
Abstractor: As Provided
Reference Count: 28
Implementing an Additive, College Access and Readiness Program for Latina/o High School Students in the U.S.
Amaro-Jimenez, Carla; Hungerford-Kresser, Holly
Current Issues in Education, v16 n3 Sep 2013
In this article we draw on the experiences of a diverse group of 34 first-generation college students, collected over a year, who served as peer mentors to minority and Latina/o high school students enrolled in four Title I (low-income) high schools in the Southwest U.S. The article identifies the successes and challenges of implementing an additive, college access and readiness program that aimed to not only reduce their dropout rates but to increase the number of traditionally underserved minority and Latina/o high school students seeking a post-secondary education. Implications as well as suggestions for further research are provided.
Descriptors: Qualitative Research, Demography, Access to Education, Higher Education, First Generation College Students, Mentors, High School Students, Hispanic American Students, Disproportionate Representation, College Readiness, College Attendance, Program Implementation, Grounded Theory
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: firstname.lastname@example.org; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; High Schools; Secondary Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Texas