Jump Start Case Study In College

Keeping in line with Marietta College’s statement on Diversity and Inclusion, it is important to map out a plan to make sure we are living up to the mission of the college. In order to fulfill this mission, it is necessary to have students from diverse backgrounds represented on campus. However, having students on campus is only one aspect of D&I work. Understanding the make-up of the college and the surrounding city, it is necessary to ensure these students have the support to be retained through graduation. In this effort, I propose the creation of a three part program that will assist in this effort. This plan will involve

Educational opportunity program at Cal Poly Pomona and all other twenty three California State University campuses address the access and equity for these minority group of students in higher education to provide support services for low income, first generation students from historically disadvantaged backgrounds. These educational institutions have been successful in increasing both the higher education attendance rates and educational attainment of students from low-income, first-generation college, and underrepresented ethnic minority backgrounds.

Adam Gorlick in “ Got an hour? Boost your grades. Stanford psychologists design 60-minute exercise that raises GPAs of minority student” talks about the transition from high school to college and the difficulties many students face. In his article Adam Gorlick brings up various questions many freshman ask for example, will they fit in but also brings up the issue of being a minority in a new college campus. He later goes on to talk about how these situations during the transition to college are situations that everyone goes through.

This year the Chicano Student Program at the University of California Riverside celebrated its 45th year of being established. Since 1972, this program has expanded and grown into a well known resource center for first generation hispanic/latino students. This program would not exist without the effort and support from students and faculty members on campus who wanted to initiate a program where Hispanic students feel safe and have all the resources they need to succeed. At the time, the rate of first generation students being emitted to UCR was increasing and these students needed an environment to embrace, learn, advocate, and be involved with their culture and community. The Chicano Student Program offered these students a platform where

For African American men, a crisis is occurring as institutions continue to observe dismal graduation rates. As a continue to learn about African American male student success in higher education, it has become more imperative that I understand my institutional efforts to address this issue. Like institutions across the nation, California State University, Northridge (CSUN), acknowledges the disparity in retention and graduation rates for students of color specifically African American male students. There have been many initiatives directed at supporting students of color persistence. CSUN has several programs directed towards improving African American

“Students who successfully adapt, establish social relationships with Whites, adjust to Black-White cultural differences, and cope with college

Transitioning into higher education presents challenges for all students, whether it’s their age or previous educational history. Numerous individuals are extremely nervous as they are entering into an advanced environment such as higher education. This because college is a new learning environment at a completely different level. However, freshmen find college to be difficult at first because it’s harder for them to adjust. That’s why many universities should have student centers in place to help students. Student centers give students the pathway for flexible learning as it results in being successful in higher education (Baužienė & Vosyliūtė 2015).

Minorities are a growing segment of the population. However, this group continues to be underrepresented in the area of post secondary education. Obtaining an advanced degree remains a likely predictor of future career success. The problem facing the minority student is that barriers persist which continue to hinder enrollment, retention, and graduation rates in institutions of higher education. These barriers must be identified and examined and solutions offered if college completion rates are to be increased for this population.

For example seeing that Southeast Asians have the highest high school dropout rate (Le, 2011), we find it is due to the lack of resources available. This Summer Bridge program will address the issue of how the model minority myth that exists is actually not true and provide opportunities for Southeast Asian Americans in their college decision process. Furthermore, the Summer Bridge program will specifically help high school students who are in junior or senior year standing to get into four year universities. The program will start in the summer going into their junior year. They will direct target high schools that come from low socioeconomic backgrounds and have the lowest graduation rates and have the most Southeast Asian American backgrounds. The Summer Bridge program will be made up of three pathways, which will be counseling, outreach, and internship

Winning the College JumpStart will help me attain a personal goal of receiving a higher education with as little debt as possible. I will like to go to school debt free to relieve financial strain from myself, and my parents. Winning this scholarship will help make my plans of debt free higher education a reality. My parents often tell me that ‘education is the great equalizer’ and I’ve always wanted to attend the best school I could without a financial burden preventing me from achieving my goal of attending. Likewise, winning this scholarship will help me continue to pursue my goal of encouraging others to pursue higher education. Frequently I hear my intelligent peers tell myself or others that they are not attending college, or are going

Despite all of the challenges that Latino/a college students face, they are still able to navigate through the rigors of college. Social support, ethnic identity, and individual factors all play a pivotal role in Latino/a college student self-efficacy. These strengths help to assist students in adjusting to college life and to further persevere through the many adversities that they may encounter throughout higher education. One of the strengths and protective factors that Latino/a college students have to help them cope and buffer stress during their time in college is through social support.

In these dorms, the initial interactions that socially code us throughout college are initiated. These social interactions create and solidify bonds between students that can continue for the rest of their lives. A change to the demographics of the freshman dorms doesn’t just create an immediate effect, but also affects every current and future resident of UC Davis. A freshmen social group that is initially less diverse will lead to a less diverse group of friends throughout the remaining years of their undergraduate studies. This reduces their social group to a less diverse group of individuals, which reduces the chance for them to interact with other cultures and overcome any form of culture shock that they are affected by, whether it be here in UC Davis or later in their careers. Freshmen dorms are the only place that nurtures cultural interaction to create a UC Davis community that is ultimately more unified, accepting, and respectful of all people and their different cultures.

Success comes easier to a student’s if they are in their comfort zone. students who feel at ease with their environment, have a higher tendency to achieve success in college, for example studies have shown that African American students that attend predominantly white universities are more likely to either have lower grade point averages or drop out at higher rates than their white counterparts and African Americans at historically black colleges. (Allen, Epps & Hanuf, 1991; Braddock & Dawkins 1981) This is a common example of how change could affect a student’s ambition unconsciously. Studies have shown that students who attend Historically Black Colleges and Universities are more likely to have higher self worth, positive self images, strong racial pride, and higher aspirations, opposite of black students on white campuses. This is true for almost all commonalities: race, gender, age, and even backgrounds. Students that feel more “at home” will more than likely receive higher grade point averages.

Summer is always the time for students to relax and have fun, after all a whole year of studying is not a joke. But if you want to secure a healthy career right after college, you have to spend your summer wisely before you lost the chance.

Conclusions. A significant part of one 's undergraduate experiences are the friendships that are made. These friendships are born out of shared experiences. Each participant discussed how integral cultural centers and organizations were in enhancing their experiences. Living and spending time in an ethnic theme house contributed to that feeling of safety, not just physically but emotionally. Even those participants that did not live in an ethnic theme house mentioned the importance of the support that they received as members of the community. Staff who worked in these cultural centers helped Black students cope with difficult situations by showing compassion. Ethnic theme housing seems to provide a sense of home for Black students who feel isolated on campus. The Africana Center was important even for those students who never took a class. The ability to spend time with other students at the center was just as important in creating bonds. The COSEP