Mou Section Ii: Problem & Project Justification . The Primary

Although a proportion of colleges and universities create programs and interventions that would provide support for all students equally, the collegiate achievement gap among the racial/ethnic minority is still a pressing issue. Researchers suggest that college students from minority groups are susceptible to the five sources of chronic strain (Schneiderman, Ironson, & Siegel, 2005). For example, having a full-time job, or problems between role sets (students and parents). As such, students may struggle with finding funds for college tuition and supplies, resolving housing and safety issues, finding help them care for dependent children, and accessing healthcare. Those situations are especially true for the minority students because they may face more challenge while developing time management and coping skills.

The number of diverse students entering and graduating from post-secondary institutions is increasing at rapid rates (Education Trust, 2015; Georgetown University Center, 2012). Between the years 2003 and 2013, 77% of public institutions improved graduation rates for underrepresented groups, including African-American, Hispanic, and Native American students (Education Trust, 2015). Despite this increase, there continues to be a graduation gap between underrepresented minority students and White students. Nationally, 42% percent of Black students that enter college will graduate while 62% of White students will graduate (The Journal of Blacks in Higher Education, 2005). There is a similar graduation gap for college students who are the first in their family to attend college, or first-generation students. Sixty percent of first generation students that enter college will attend college for six years without receiving a bachelor’s degree (Smith, 2012). Historically underrepresented students and first generation students face unique challenges and hardships that can make graduation difficult (Hunter, Laursen & Seymour, 2007; Jett, Curry, & Vernon-Jackson, 2016; Schwartz, 2012). High impact practices such as the Ronal McNair Post-Baccalaureate Achievement Program (McNair Program) are designed to increase historically disadvantages and first generation student learning and retention in college. An importance aspect of high impact programs such as the McNair

Recently there has been a lot of debate about the importance of college education. Students are asking if it’s worth the debt to attend a four year university or community college. Some are thinking what are the benefits of a degree is in the workforce. With college tuition increasing and state fundings lowering, low income students are struggling to attain a higher education. College institutions should have a role to provide students higher education and equal opportunity to students to increase social mobility yet intergenerational reproduction of privilege has produced inequality in education.

Community college is a great institution for students to start their educational journey. Especially when they do not have the funds or lack some of the prerequisite that a university would require. Community college was created to serve the community, traditional and non-traditional students with the best higher education and lifetime learning opportunities. The faculty and staff members at a community college is there to provide leadership in education while going above and beyond to recognize the needs of the students and the community by providing excellent educational programs and support services that are available to all who have the opportunity to take advantage of them. “Student services now include recruitment and retention, counseling, student activities, student health, financial aid, academic support, career centers, transfer centers, and supplemental services such as transportation, child care, and services tailored for specific populations of students” (Cohen, Brawer, & Krisker, 2014, pg. 209). My philosophy in fulfilling the role and mission of the community college, is to establish the mission, vision, goals and values to guide all students on their journey to strive to become successful both in school and in today’s economy.

Students from low-income and first generation backgrounds often struggle in different academic subjects. Subsequently, students have lower expectations for themselves when it comes to academic achievement. The majority of first generation students come from low socioeconomic backgrounds. Seeing that, families work countless hours in factories and other places where they are underpaid because of the lack of educational opportunity they experienced themselves. According to Blackwell and Pinder (2014) in the United States higher education is becoming the outlet to different avenues of opportunity whether it is through social mobility or economic progress. While screening out possible topics of interest for a research proposal, one of the challenges I encountered in my field experience was the lack of college access education and funding for the families in the urban high schools. The first generation student family typically is unaware of the college process because the student’s parents have not attended an institution of higher education. Therefore, the students cannot count on their knowledge of the process. Eventually, when students reach the financial aid process it becomes difficult because parents usually cannot afford full tuition expenses and at the same time do not understand the process. In these situations, schools with a college going culture can prepare staff to provide extra support to students by developing professional training in college access, mentorship

William G. Tierney, Zoë B. Corwin, Julia E. Colyar, (2005), Preparing for colleges, pp 200-264

“In fall 2016, some 20.5 million students are expected to attend American colleges and universities, constituting an increase of about 5.2 million since fall 2000” (National Center for Education Statistics). That number seems to be rising each and ever year, and it almost seems as students feel like they have to go to college directly after high school. Maybe it is because they feel that they have to fit in, even if college is not for them. Although some students attend college for academics, sports, and other reasons, some students attend college for no apparent reason; with that in mind, students should take into consideration the time and money that is put into going to college.

The article, How Do Pre-Collegiate Academic Outreach Programs Impact College-Going among Underrepresented Students, from Pathways to College Network, by (Yvette Gullatt and Wendy Jan, 2003).

Many programs are targeted to support members of minority, low income, disabled, or first generation students (Kezar, 2000). The main focus of most programs is to give disadvantaged students the same chance of graduating as non-minority students (Ohland & Crockett, 2002). Several common factors play a role in impeding minority acclimation into the college environment, which include: a lack of academic preparation, a lack of peers with common characteristics, and financial need

In reflecting on the background of these students, I realize that they often lack the resources necessary to successfully transition, not only into college but once they graduate and are looking for careers. For this reason, I feel that the purpose for pursuing higher education for first-generation, low-income students is to provide them with better opportunities than they would have with only a high school diploma. This is especially important for these students that lack cultural capital,

Community college is an ideal sources for obtaining higher education for many reasons. First, local community colleges provide an affordable alternative to large public and private universities (Grimes, Rezek, Campbell, 2013). In addition to serving as a gateway for economically disadvantaged students, local community colleges serve as a gateway for less academically qualified students (Grimes, Rezek, Campbell, 2013). Many students who are unable to attend highly selective colleges can attend community colleges, obtain a degree and/or transfer to a school that offers or more diverse degree programs (J. Doe, personal communication, November 11, 2015).

First generation college students remains to be a challenge for the community college system as well as the university system (Ward, Seigel, & Davenport, 2012). The challenges extend from their lack of academic study skill practices to their lack of socialization skills (Ward, Seigel & Davenport, 2012).

As a result, students and parents are starting to prepare for college much later than researchers recommend (Bell et al., 2009; Gibbons et al., 2006). According to research from Bell et al. (2009), students who attend schools with personnel dedicated to college guidance are more likely to feel confident about and familiar with the college application process. This finding is particularly significant, as first-generation college students report lower positive outcome expectations related to attending college, which can in turn impact their intentions, interests, and goals. Furthermore, with prospective first-generation college students reporting greater barriers related to college going, it is essential that counselors dedicated to college access are available to help raise positive expectations, as well as challenge negative expectations for this population (Gibbons & Borders, 2010). Although 65 percent of first-generation college students expressed interest in attending a four-year university in Gibbons et al.’s (2006) research, just 53 percent of all prospective first-generation college students were enrolled in college-preparatory courses. As a result, some counselors have started to realize how the rigor of classes is a systemic barrier

After school programs have always been a staple in the lives of students living in Urban Communities providing different opportunities inside and outside of the school. Many programs have used mentoring and afterschool programs to help bridge the gap between secondary education and higher education. But, the effects of socioeconomic status has continued to contribute to the prevention of African Americans entering postsecondary institutions (NCES 2007). It seems that the issues preventing African American students are deeper than statistics and need a different approach to tackle this issue.

Social and cultural capital are two very important factors for school success as these factors explain the differences in achievement gap. ¬According to Golash-Boza, social capital is “the relationships and networks that students have” and cultural capital is “the cultural resources a student has at his or her disposal” (Golash-Boza 225). For social capital, it is basically knowing someone who already has experience of accomplishment in education. It is important to know someone close to a student, such as parents or cousins, who already have experienced school success because the ones with experiences can help guide the student through the educational process. Already familiar with the educational process, they can serve as mentors to students by providing them with resources and information that are available to them. Social capital and cultural capital are advantageous supply that can be given to students, who are most often privileged. Yet, as a recent immigrant, first generation college student from a working class family without any other relatives living in the United States, I was not granted with this privilege. Unlike many other friends who had private tutoring and consulting sessions, I was left by myself to figure out what I had to do. It was not until I was in my 11th grade that I was behind in resources in college application preparation. I thought a few extracurricular activities and decent grade point average would be enough to go to college. Without much of