Date of Award
Spring 5-2018
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Educational Administration
Department
Educational Administration
Major Professor
Brian Beabout
Second Advisor
Ann O'Hanlon
Third Advisor
Christopher Broadhurst
Fourth Advisor
Rick Dalton
Abstract
This narrative study explores the transition from high school to college for low-income students of color who participated in a college access mentoring program, the College Admissions Project (CAP) while in twelfth-grade. A community cultural wealth (CCW) lens guides this research and is used to examine student experiences. CAP alumni who enrolled in an institution of higher education in the fall semester immediately following their high school graduation are the participants in this study. A narrative approach to inquiry is used because the author is interested in the particular experiences of a few individuals. Specifically, the experiences of low-income students of color from New Orleans as they made the transition from high school to college either in 2015 or 2016. This study has implications for practice in the area of college access programs as well as theoretical applications which extend a CCW framework to additional communities of color beyond Latina/o communities. In the area of practice, supporting positive peer relationships could make college access programs more effective. Student voice is also important to the participants in this study. Students should be part program development and evaluation processes so that programs are designed to best meet their needs as they exist, rather than as adults see them. There is some evidence that a CCW framework is applicable to the experiences of these students. Informational and social capital were most commonly referenced by participants, and efforts to help students further develop these assets would help to support their college transition processes.
Recommended Citation
Jakiel Diulus, Lindsey B., "Exploring the Community Cultural Wealth of Low-Income Collegians of Color in their Transition from High School to College" (2018). University of New Orleans Theses and Dissertations. 2465.
https://scholarworks.uno.edu/td/2465
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.