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Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students

Krismer, Marianne Zwick
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1115994536

Abstract Details

2005, EdD, University of Cincinnati, Education : Educational Foundations.
This qualitative study of five first generation community college students and four faculty who participated in high school to college bridge program(s) was undertaken in order to determine the attributes and personal and community support systems accessed by successful students. The students in the study all had significant academic and social barriers to their success. This study was grounded in resilience theory that is based upon 25 years of study, primarily on children, that suggests the nature of the human is to self-right, and with adequate support, the majority will be able to overcome adversity and achieve educational success. Interviews of students and faculty provided data that described the perceptions of attributes and support systems that promote resilience and achievement. Data was abstracted and coded for common themes for attributes, personal support systems and community support systems that foster resilience and achievement. There was significant agreement among the students and faculty in most categories, with individual stories illustrating how these successful students plan, overcome obstacles, and utilize resources to achieve success. Findings indicated that social competence, autonomy, goal setting, high expectations, teacher belief, identifying someone who cares and utilization of multiple individual and community support systems were key characteristics identified by these successful students and faculty who interact with “at-promise” students. The results of this study indicated that the personal attributes and support systems accessed by this young adult population are congruent with those accessed by successful children. Since this study is focused on achievement and resilience of a population that is typically identified as “at-risk”, it was determined to identify these students as “at-promise” promoting the positive concept that resilience is ordinary and achievable for the majority. Implications arising from this study include the need to provide intentional opportunities for students to develop their own attributes and identify and utilize support systems effectively. High school-to-college bridge programs were affirmed as being supportive of resilience and achievement. Bridge programs constructed to include caring, supportive teachers with high expectations; opportunities to develop social competence, autonomy, resources, and strategies to effectively re-right after failure will maximize success and provide connections for “at-promise” students.
Dr. Mary Pitman (Advisor)
140 p.
at-promise students; at-promise community college students; at-risk community college students,; resilience and community college students; achievement and community college students

Recommended Citations

Citations

  • Krismer, M. Z. (2005). Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1115994536

    APA Style (7th edition)

  • Krismer, Marianne. Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students. 2005. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1115994536.

    MLA Style (8th edition)

  • Krismer, Marianne. "Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students." Doctoral dissertation, University of Cincinnati, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1115994536

    Chicago Manual of Style (17th edition)

ucin1115994536
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© 2005, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.