Date Approved

3-31-2017

Embargo Period

4-3-2017

Document Type

Dissertation

Degree Name

EdD Educational Leadership

Department

Educational Services and Leadership

College

College of Education

Advisor

Walpole, Mary Beth

Committee Member 1

Rios, Hector

Committee Member 2

Ieva, Kara

Keywords

case study, college transition, English Language Learners, self-efficacy, social capital in education, Upward Bound program

Subject(s)

College preparation programs; Limited English-proficient students--United States

Disciplines

Higher Education

Abstract

The purpose of this study was to examine and document the role the Upward Bound program played in Upward Bound alumni's transition from high school to Rowan University applying Maeroff's (1999) four-sense model of effective educational programs. This study gave ELL Upward Bound alumni students a voice using a qualitative study with semi-structured interviews. A total of 10 former Upward Bound alumni were interviewed, all of who were current Rowan students. Key findings of the study indicate that the Upward Bound program contributed to their academic, social development, and motivation to seek institutions of higher learning and played a significant role during their transition to Rowan University. Although the Upward Bound program served as a gateway to Rowan University, what fundamentally drove the participants to enroll and continue to persist at the university was self-efficacy. Finally this study offers a student's perspective on this topic by using Upward Bound ELL alumni's rich description of their challenges and experiences faced during their transition into college and as current college students within the theoretical framework of social capital.

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