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ERIC Number: EJ1062477
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Experiences, Perceived Challenges, and Support Systems of Early College High School Students
Sáenz, Karen P.; Combs, Julie P.
Administrative Issues Journal: Connecting Education, Practice, and Research, v5 n1 p105-117 Spr 2015
In this qualitative study, the prior experiences, perceived challenges, and support systems of 17 Grade 12 Hispanic students at an early college high school were explored using the framework of social capital theory. Utilizing Moustakas's phenomenological design, data were collected using focus group and individuals interviews. Several themes emerged and were related to the conceptual framework of social capital, such as the school environment, support from family and teachers, and the students' identify and values. Understanding the experiences of the Grade 12 students can provide valuable information for high school and college administrators in an ECHS setting.
Descriptors: High School Students, Student Experience, Barriers, Qualitative Research, Prior Learning, Grade 12, Hispanic American Students, Social Capital, Phenomenology, Focus Groups, Interviews, Educational Environment, Family Influence, Teacher Influence, Values, Economically Disadvantaged, First Generation College Students, Peer Influence, Advanced Placement Programs, Student Attitudes, Questionnaires
Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: firstname.lastname@example.org; Web site: http://www.swosu.edu/academics/aij/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 12; Higher Education; Postsecondary Education
Authoring Institution: N/A