ERIC Number: EJ787328
Record Type: Journal
Publication Date: 2003
Reference Count: 74
Promoting Academic Persistence in African American and Latino High School Students: The Educational Navigation Skills Seminar in an Upward Bound Program
Caldwell, Leon D.; Siwatu, Kamau O.
High School Journal, v87 n1 p30-38 Oct-Nov 2003
A model intervention for academic persistence and motivation of African American and Latino high school students is provided in this article. The authors provide a theoretical and practical description of The Educational Navigation Skills Seminar (TENSS) as a demonstration of an educational persistence intervention. By reviewing the higher education literature four protective factors (e.g., self-concept, alienation, realistic self-appraisal, and help-seeking strategies) were developed into a curriculum of navigation skills. The authors suggest that pre-college programs should provide "affective based" educational navigation skills to prepare African American and Latino high school students, who are seeking to be the first in their families, to attain higher education.
Descriptors: Higher Education, Intervention, Seminars, Academic Persistence, High School Students, African American Students, Hispanic American Students, Student Motivation, Self Concept, Student School Relationship, Help Seeking, College Preparation, Federal Programs, Summer Programs
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: firstname.lastname@example.org; Web site: http://uncpress.unc.edu/journals/j-hsj.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Authoring Institution: N/A