EdD Educational Leadership
Educational Services and Leadership
College of Education
Walpole, Mary Beth
Committee Member 1
Committee Member 2
case study, college transition, English Language Learners, self-efficacy, social capital in education, Upward Bound program
College preparation programs; Limited English-proficient students--United States
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.
Olivencia, Margarita, "English Language Learners transitioning from high school to college: A case study on the Upward Bound program for ELLs at Rowan University" (2017). Theses and Dissertations. 2381.