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Low-income, high ability scholars: an in-depth examination of their college transition and persistence experiences

Deafenbaugh, Jaime
http://rave.ohiolink.edu/etdc/view?acc_num=osu1180403666

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
Understanding the dynamics that enable low-income students access to higher education is only the first step in appreciating the factors that assist in their persistence, retention, and graduation from college. There appears to be a gap in the literature, however, regarding the experiences of high ability students from low-income families who are successful in enrolling in and graduating from college. This qualitative phenomenological study with 15 second-year students at a large, urban, Midwestern university explores the transition and persistence experiences of students from low socioeconomic backgrounds with high academic ability. They have been given a full scholarship to the university because of their financial need and ability, but questions remain as to what their experiences will be like. Results suggest that parental support and early encouragement of degree aspirations is very important for these students; they surround themselves with other high ability peers who become their supports and resources, both personally and academically; and employment is a substantial part of their identity in college. Their academic preparation and ability function as “passports” to other resources, including extracurricular activities, engaging coursework, and a high achieving peer group, which may have compensated for the lack of support they received at home. The research with these scholars and the early systematic assessment of this financial aid and scholarship program has revealed the dynamics at play when enrolling high ability, low-income students. It is necessary to examine issues of access for underrepresented populations of students, like those from low-income families, in order to formulate the policies and practices that will ensure their equal opportunity to success in higher education.
Ada Demb (Advisor)
234 p.
Education, Higher
socioeconomic status; high ability; transition; first-generation; persistence

Recommended Citations

Citations

  • Deafenbaugh, J. (2007). Low-income, high ability scholars: an in-depth examination of their college transition and persistence experiences [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180403666

    APA Style (7th edition)

  • Deafenbaugh, Jaime. Low-income, high ability scholars: an in-depth examination of their college transition and persistence experiences. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1180403666.

    MLA Style (8th edition)

  • Deafenbaugh, Jaime. "Low-income, high ability scholars: an in-depth examination of their college transition and persistence experiences." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180403666

    Chicago Manual of Style (17th edition)

osu1180403666
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.