Factors that Influence Students Desires to Attend Higher Educati

Seton Hall University eRepository @ Seton Hall Seton Hall University Dissertations and Theses (ETDs) Seton Hall University Dissertations and Theses 2009 Factors that Influence Students' Desires to Attend Higher Education Shawn Lea Temple Seton Hall University Follow this and additional works at: https://scholarship.shu.edu/dissertations Part of the Education Commons Recommended Citation Temple, Shawn Lea, "Factors that Influence Students' Desires to Attend Higher Education" (2009) Seton Hall University Dissertations and Theses (ETDs) 420 https://scholarship.shu.edu/dissertations/420 Students' D e s i i to Attend Higher Education FACTORS THAT INFLUENCE STUDENTS' DESIRES TO ATTEND HIGHER EDUCATION BY SHAWN LEA TEMPLE Dissertation Committee Rebecca D Cox, Ph.D Mentor Christopher Tienken, FAD Roberta Devh-Scherer, EdD Submitted in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Seton Hall University SETON HALL UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES OFFICE OF GRADUATE STUDIES APPROVAL FOR SUCCESSFUL DEFENSE Doctoral Candidate, Shawn Temple, has successfully defended and made the required modifications to the text of the doctoral dissertation for the Ed.D during this Summer Semester 2009 DISSERTATION COMMITTEE (please sign and date beside your name) Committee Member: Dr Roberta Devlin-Scherer I External Reader: I The mentor and any other committee members who wish to review revisions will sign and date this document only when revisions have been completed Please return this form to the Office of Graduate Studies, where it will be placed in the candidate's file and submit a copy with your final dissertation to be bound as page number two Students' Desires to Attend Higher Education Factors tbat Influence Students' Desires to Attend Higher Education @ Copyrighted by Shawn Lea Temple, 2009 AU Rights Resewed Students' Desires to Attend Higher Education Abstract The purpose of this study was to determine the factors that influenced students' decision about higher education Through working with students and M a t Rosa Parks High School, an urban high school with predominately African American students, the research team, of one faculty member and six graduate students, was able to gain information about how student come to their decision about college The study was a descriptive study that used qualitative methods Over a two-year period, the research team focused on various aspects within the school The data thatwas collected was through questionnaires,writing prompts, focus group interviews, and administrative interviews This allowed researchers to gain a better understanding of students and the elements that assist or hinder their advancement into college There were six main reasons that student did not continue their education Socioeconomic status, cultural and social capital, family structure and expectations, financial reasons and the general organization of the high school offered some insight as to why students did not attend college During the interviews it was also determined that the expectations between the administration and staffand those of the students were dissimilar After the research was coded and analyzed it was determke that the main reasons students did not go onto college were because of the lack of guidance support and the lack of general college knowledge Many students from this school lacked the basic information about college expectations and college application procedures While students did have the predisposition and desire to attend institutions of higher education, they often did not know how to get there iii Students' Desiues to Attend Higher Education Schools need to be more vigilant of the needs of theiu students Often, guidance departments become overwhelmed with discipline and scheduling issues It is necessary for college guidance to occur within the school curriculum and the school as a whole Schools need to inaintain a collegegoing behavior throughout the staff and students at the school Students' Desires to Attend Higher Education ACKNOWLEDGEMENTS Throughout this journey, my mentor Rebecca Cox Ph.D., has been a sense of support and encouragement Her dedication, passion and generosity have been inspiitional I truly have grown as a person and as an educator because of her guidance over the past two years My committee members, Dr Christopher Tienken and Dr Devlin-Scherer, have provided enriching feedback that has encouraged me to further my skills as a writer and as a researcher Your insightfulness and patience is greatly appreciated To my step-mother, Margy McCay and my dearest friend, Stacey Langroth Thank you for the love over the past years Whether it was listening to my stories or editing my work, you both have been a core of strength for me during the process I would like to give special thanks to the Boston clan, Seton Hall Cohort IV and my teaching colleagues who have patiently and lovingly supported me through this process You all have been such a wonderful source of reassurance and comfort during this adventure Students' Desires to Attend Higher Education Dedication This dissertation is dedicated in loving memory to my parents, Robert Wickliffe Temple and Margaret Lorraine Temple Thank you for giving me the strength, courage, determination and passion to pursue my goals and dreams I miss you and love you both Students' Desires to Attend Higher Education Research Proposal: Factors that Influence Students' Desires to Attend Higher Education Table of Contents Abstract lu Acknowledgement v Dedication vi Chapter I THE PROBLEM AND PROCEDURES Problem Statement Purpose Additional Research Questions Methodology -11 The Site 11 Participants 12 Data Collection 12 Data Analysis 13 Purpose/Significance 14 Organization of the Dissertation 15 Chapter I1 REVIEW OF LITERATURE 16 Methodology with Terminology 17 Socioeconomic Status 19 Social Capital and Cultural Capital 22 Family Structure and Expectation 27 Financing College 30 High School Organization 33 Curriculum 34 College Guidance 36 Access to Higher Education 38 Summary 39 Chapter 111METHODOLOGY 44 Design and Methods 44 Participants 45 Site 48 Data 51 Writing Prompts 53 College Fair Questionnaires 55 Interviews 57 Interviews with Administration and Faculty 57 Administration 57 vii Students' Desires to Attend Higher Education School to Work Coordinator 58 School Assistance Coordinator 58 Guidance Counselors 59 Teacher 60 Focus Groups -60 Data Analysis $64 Coding 64 Chapter IV ANALYSIS 67 Desires and Intent on Attending College and Career Goals 67 Joumal Prompts 68 College Fair Survey 71 Focus Groups 72 Interviews 74 College Knowledge of the Student 75 Writing Prompts .76 Focus Groups 78 Interviews 81 Academic Experience 83 College Fair Survey 83 Focus Groups -84 86 Interviews Community and Parental Influence 88 Focus Groups 88 Interviews 90 High School Expectations Versus Student Expectations 91 Focus Groups 92 Interviews 95 Chapter V RESULTS 101 lo1 Fidings Findings that Concurred with Past Research 104 Findings Differing h m Past Research 113 Limitations 118 Recommendations 119 Two Counselors Hired Solely for College Guidance 119 Curriculum Changes in the Classroom 119 Responsibility of the Students and Families 122 Future Research 123 viii Students' Desires to Attend Higher Education 127 Deil-Amen, R, & Turley, R N (2007) A review of the transition of college literature in sociology Teachers College Record 109,6-7 Finn, J.D (2006) The adult lives of at-riskstudents (NCES report 2006-328) Washington, DC: U.S Department of Education, Institute of Education Sciences National Center for Education Statistics Gladiuex, L E (2004) America's untapped resource: Low-income students and the affordability of higher education In R D Kahlenberg (Ed), America's untapped resource @p 17-58) New York: The Century Foundation Press Gladieux, L E., & Swail, W S (1998) Financial aid is not enough Improving the odd of college success 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What we know, and what we need to Teachers College Record, 109(10), 2-3 McDonough, P M (1997).Choosing colleges: How social class and schools structure opportunity Albany, NY:State University of New York Press McDonough, P M (2004).The school-to-college transition: Challenges and prospects In irlformedpractice: Syntheses of higher education researchfor campus leaders Washington, DC: American Council on Education McPherson, M S., & Schapiro, M (1998) The student aid game Princeton, NJ: Princeton University Press National Center for Education Statistics (2007).Enrollment in postsecondary institutions, fall 2005;graduation rates, 1999 and 2002 cohorts; and financial statistics, fiscal year 2005.In First Look(NCES 2007-154,pp 1-13) Washington, DC: U.S Department of Education Institute of Education Sciences National Center for Educational Statistics (2008).Student Effortand Educational Progress U.S Department of Commerce, Census Bureau, Current Population Survey (CPS), October Supplement, 1972-2006 New Jersey Department of Education (2007).2006-2007CAPA Summary Report Trenton, NJ New Jersey Department of Education (2007).Retrieved May 23,2009,&om http:Nnces.ed.govlG1oballocator/schhinf~ppup.asp?Type'Pub1i&ID.341134O 02208 Students' Desires to Attend Higher Education 129 Oakes, J., Rogers, J., Lipton, M., & Morrell, E (2000) The social constnaction of college access: Confronting the technical, cultural, and political barrier to low income students of color extending our reach: Strategiesfor increasing access to college (pp 2-25) Los Angeles: Institutefor Democracy, Education, and Access, UCLA Ogbu, J U (1990) Minority Education in Comparative Perspective Journal ofNegro Education, 59(1), 45-57 Ogbu, J U (1994) Collective identity and the burden of "Acting White" in Black history, community, and education The UrbanReview, 36, 1,l-35 Oliverez, P M., & Tierney, W G (2005) Show us the money: Low-income students, families, andjnancial aid Los Angeles, CA Center for Higher Education Policy Analysis University of Southern California Phelan, P., Locke Davidson, A., & Yu, H C (1998) Adolescents worlds: Negotiating family, peers, and school New York: Teachers College Press Plank, S B & Jordan, W.J (Winter 2001) Effects of information, guidance,and actions on postsecondary destinations: a study of talent loss American Educational Research Journal, 38,947-979 St John, E P (2002) The access challenge: Rethinking the cause of the new inequality Bloomington, IN: Indiana University, Educational Policy Center Terenzhi, P T., Cabrera, A F., & Bemal, E M (2001) Swimming against the tide: The poor in American higher education (Research Report, pp 1-52) New York: The College Board The College Board (2006) Trends in college pricing In Trends in Higher Education Series Washington, DC The College Board (2008a) Action Plan High School Seniors Retrieved March 2009, fiom http://www.collegeboard.~~m/student/plan/ The College Board (2008b) Average (mean) Scores Retrieved March 2009 b m , http://www.collegeboard.co~student~testing/sat/~~~~derstanding/average Html The State of New Jersey Department of Education (2007) New Jersey School Report Card 2006-2007 Retrieved February 2008, fiom http://education.state.nj.us/rclkcO7/index.html Students' Desires to Attend Higher Education 130 Thomas, R S (1998, April) Black and Latino college enrollment: Efects of background, high school preparation, family andpeer influence andfinancial aid A paper presented at the annual meeting of the American Educational Research Associations, San Diego, CA Tiemey, W G., & Colay, J E @is.) (2006) Urban high school students and the chdenge of access: Many routes, dz~eultpaths.New York: Peter Lang Publishing Inc Tiemey, W G., & Venegas, K (2004, July) Aa%essingJinanciaI aid in college preparation programs Boston, M A : The Educational Resources Institute Timpane, P M., & Hauptman, A M (2004) Improving the academic preparation and performance of low-income students in American higher education In R D Kablenberg (Ed), America's untapped resources: Low-income students in higher education (pp 101-165) New York: The Century Foundation United States Census Bureau Reports (2004) Income stable, poverry Up, numbers of Americans with and without health insurance rise United States Census Bureau Retrieved February 2008 fiom http://www.census.gov/PressRelease/~~~/releases/~1chives/income-wedW~2484.h~ United States Census Bureau (2007a) ACS Demographic and Housing Estimates: 20052007 Retrieved February 2008, fiom http://factfinder.census.gov/~erv1et/ACSSAFFFacts?~even~Sear~h&gm~id=&_g mConte*&-*we&-county=Newmk&-cityTS 3462-z i ~ & ~ l a n m n & - s ~ n & p c ~ h r p g s l =0.O l United States Census Bureau Reports (2007b) Earnings gap highlighted by census bureau data on educational attainment United States Census Bureau Retrieved August 2008 fiom http://www.census.gov/PressRelease/\~~~/releases/archives/education~009749.html United States Department of Education, National Center for Education Statistics (2007) digest of education statistics 2007 Retrieved March 2009 from nces.edgov/pubs2008/2008022-3a.H Students' Desires to Attend Higher Education 131 Appendix A Focus Group Interview Questions Students' Desires to Attend Higher Education 132 The following are the interview questions ask to the focus groups: There are two sections: The first has to with RPHS and the students' plans after high school The second has to RPHS courses and departments that influence students' decision College Planning Questions: What is it like being an 1lm grader here at Rosa Parks High School? What you see yourself doing after Rosa Parks High School? If it is college: where are you in the proces of the college process? If not: What you see yourself doing (long terms dreams/goals)? How realistic is this plan? Have you always felt l i e you wanted to go to college? If so, when you remember knowing that you wanted to go to college? If not, when did you realize that college what not for you? Does your family support you in your decision Is your decision unique to you or are your firiends planning on doing after Rosa Parks High School? How your friends feel about you going on to college or going into the workforce? How other adults feel about your plan? What are you most excited about in going to college? What concerns you have about going on to college? If college is in your future plans, are you concerned about the money needed for college Rosa Parks High School Classes Questions: 10 What classes are you taking currently here at Rosa Parks High School and which are you favoritefleast favorite? Students' Desires to Attend Higher Education 133 11 Are there particular teacherdclasses that have influenced you while you have been at Rosa Parks High School? 12 What is your opinion of school in general? 13 What other activities or programs are you involved with in the school or in your community (i.e sports, church, dance)? 14 According to the administration, there are a lot of opportunities provided for you here at the high school (i.e free SAT'S, college readiness programs, SAT courses, free college applications, college-to-career programs) Did you know about these programs and if so how? If not, why you think you never heard about them? 15 What specifically you in your classes related to college or life after high school? 16 What is your opinion of guidance at Rosa Parks High School? 17 How often you meet with your guidance counselor? Do you think this influences your choices regarding school? 18 Whom you feel most comfortable with at school when discussing college or career plans? How did you gain this comfort? Students' Desires to Attend Higher Education 134 Appendix B Guidance Interview Questions Students' Desires to Attend Higher Education 135 The interview questions focused more on the expectations and limitations that face the M a t Rosa Parks High School The following are the questions asked to the guidance staff at Rosa Parks High School: How many years have you been a guidance counselor? How many years have you been at Rosa Parks High School? What does your caseload look l i e (number of students, types of students, etc)? What does your typical day look like? How much time you have for college coullselimg? What are the variables that impede upon your ability to accomplish your job? What you have to in order to keep students on their scheduled trajectory to graduate (certification of senior)? How is information about college and graduation disseminated throughout the guidance department? To the students? What are the biggest challenges that students face when applying to college? What answer you think the students would provide for this question? What additional resources you need to your job better? 10 Who students go to gain college knowledge? 11 Is there curriculumldiscussion outside of the guidance department to facilitate this college knowledge? 12 What is the expectation of the following people in relation to college attendance and graduation? 13 Does the 9'bgrade prepare them academically and socially for the main building? What are the adjustment issues? Students' Desires to Attend Higher Education 136 Appendix C Administration Interview Questions Students' Desires to Attend Higher Education 137 The following questions are for the administrationat Rosa Parks High Schools Can you discuss the typical curriculum for students? What information are students provided about college? Is it in the curriculum? Who is in charge of helping students work on their college endeavors? What percentage of students take the SAT and you have an estimated figure for an average score? What aspects of Rosa Parks High School help you transition students into a college setting? What hinders you most in transferring students into college? How many students are provided with scholarships to local colleges and universities? If I were to ask students about their views on college, what you think they would say? How has the leadership in the school changed? How does that influence the culture, academics, and interest in pursing additional education? Describe your guidance department? How are students acquainted with the department and how often they have the opportunity to see their counselor? 10 Do you think it would be possible to increase the number of students attendiig college? How? Students' Desires to Attend Higher Education 138 Appendix D Journal Prompt Students' Desires to Attend Higher Education Teacher Journal What are your career andlor college goals and asuirations? What stem vou need to com~leteto get to those goals and mirations? Emlain in detail Students' Desires to Attend Higher Education 140 Appendix E The College Fair Survey Students' Desires to Attend Higher Education 141 The College Fair Survey GRADE (please circle one): 10 11 12 GENDER: FEMALE MALE (1) If I had to decide today, I would pursue a career in: (2) I plan to attend college (choose one): o YES NO If YES why? If NO-why not? (3) After high school, I intend to (choose any that apply): attend college full-time o join the military attend college part-time take a break from school start a weer that does not require a college degree other (4) One thing I learned at the college fair today (5) After visiting the college fair, I know more about college admissions TRUE FALSE I know more about the cost of college TRUE FALSE I know more about how to pay for college TRUE FALSE I know more about career options TRUE FALSE (6) I need more information about: (7) Additional Comments: .. .Students' D e s i i to Attend Higher Education FACTORS THAT INFLUENCE STUDENTS' DESIRES TO ATTEND HIGHER EDUCATION BY SHAWN LEA TEMPLE Dissertation Committee Rebecca D Cox, Ph.D Mentor Christopher... passion to pursue my goals and dreams I miss you and love you both Students' Desires to Attend Higher Education Research Proposal: Factors that Influence Students' Desires to Attend Higher Education... with your final dissertation to be bound as page number two Students' Desires to Attend Higher Education Factors tbat Influence Students' Desires to Attend Higher Education @ Copyrighted by Shawn