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Chavone_Nash_Final_DiP__final format approved LW 6-6-2023.pdf (2.05 MB)

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ETD Abstract Container

Abstract Header

We Got Ya’ll! A Qualitative Study Examining the College Access Experience of High School Graduates From Historically Underserved Communities

Nash, Chavone Taylor
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1686065364974577

Abstract Details

2023, Doctor of Education , University of Dayton, Educational Administration.
The transition from high school to college is both scary and unfamiliar to each year’s new participants. For high school students attending school in underserved communities, this transition can be lonely and often inaccessible. To combat this, nonprofits and other community organizations provide additional support services to students during this process. Music Through the Streets’ goal is to determine the barriers these students may experience when accessing post-secondary education opportunities. This study employed a qualitative narrative analysis to better understand the lived experiences of recentered professionals. Purposive sampling was conducted to gather participants for semi-structured small-group interviews. Participants discussed their life experiences and recall their post-high school transition experiences through a guided conversation. An inductive method of data analysis was employed to detect themes and consistencies throughout each participant’s isolated experience. The four group interviews provided context for three main themes that were present in each interview: parental education as a barrier, interest in college, and community influence. The results of this study are vitally important to future Music Through the Streets program participants, as this will assist in guiding resource allocation, organization collaboration, and program design.
Dr. Elizabeth Essex (Committee Chair)
Education; Education Policy; Educational Leadership; Higher Education; Higher Education Administration; Music Education; Urban Planning; Vocational Education; Welfare
Underserved Youth; Historically Excluded Populations; Post-Secondary Education; Parental Involvement; College Preparation; historically underserved; routinely underserved; systemic educational barriers; student success; accessing college; urban development

Recommended Citations

Citations

  • Nash, C. T. (2023). We Got Ya’ll! A Qualitative Study Examining the College Access Experience of High School Graduates From Historically Underserved Communities [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1686065364974577

    APA Style (7th edition)

  • Nash, Chavone. We Got Ya’ll! A Qualitative Study Examining the College Access Experience of High School Graduates From Historically Underserved Communities. 2023. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1686065364974577.

    MLA Style (8th edition)

  • Nash, Chavone. "We Got Ya’ll! A Qualitative Study Examining the College Access Experience of High School Graduates From Historically Underserved Communities." Doctoral dissertation, University of Dayton, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1686065364974577

    Chicago Manual of Style (17th edition)

dayton1686065364974577
121
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This open access ETD is published by University of Dayton and OhioLINK.