Investigating Academic and Psychosocial Outcomes of First-Generation African American Postsecondary Students who completed Early College Access Programming: A Qualitative Case Study

This qualitative bounded case study examines both the benefits and challenges faced by first-generation African American students who have completed early college access programming (ECAP). Not all children have equal access to higher education, therefore educators have been trying to bridge the gap in education for years. Due to socio-economic challenges in society, there has been a colossal increase in the need for diversity and inclusion within postsecondary institutions. Students from various ethnicities and backgrounds bring different experiences to education and the education learned through those various experiences are valuable. Inequalities in college access experienced by first-generation African American students is the lens for this study. This study addresses the effectiveness of early college access and its effects on first-generation African American students' postsecondary academic and psychosocial outcomes. Driven by critical race theory, this study analyzed student perceptions of their participation in ECAP and whether it supported their academic achievement in college. The study consisted of 10 interviews with Achievable Dream alumni enrolled in six universities across the Commonwealth of Virginia. Results were analyzed using inductive coding to identify components that affect academic achievement. Findings suggest that participation in early college access programming established an educational foundation which led to positive outcomes in academic achievement throughout postsecondary education. In addition to positive outcomes, barriers to achieving academic success were also identified.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Counselor Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2020

Author dc:creator

• Witcher, Angelica W.

Chair dc:contributor.committeechair

• Mullen, Carol Ann

Committee members dc:contributor.committeemember

• Sanders, Karen Eley
• Glenn, William Joseph
• Mutcheson, Brock

• college access
• academic achievement
• bridging the gap
• critical race theory
• minority
• first-generation
• African American
• underrepresented

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:28577

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/101530