College enrollment rates have increased over the past 30 years, but there continue to be gaps in college enrollment as well as graduation rates across demographics such as socioeconomic status and race. This is a social justice issue that affects the population of this study, which focuses on graduates of Cristo Rey Philadelphia High School (CRPHS). Both positive social and academic adjustment, especially during the first year of college, is found to be strongly related to retention and persistence through college.
This study took a mixed methods approach and gathered data on the students’ academic and socio-emotional adjustment to college as well as the study participants’ high school experiences. Regression analyses determined any high school predictors of college adjustment. Results showed that a Cristo Rey graduate’s perception of their high school’s impact on their academic and social adjustment to college was a significant predictor of academic adjustment and sense of belonging on their college campus. A graduate’s high school academic performance was a predictor of sense of belonging, but not of academic adjustment. Student interviews revealed major themes of college readiness, the power of relationships and the importance of community on a student’s adjustment to college. Analyses of findings from this mixed-methods study leads to implications for policy and research for both Secondary Schools and Higher Educational Institutions, particularly Predominately White Intuitions, on how to best support and value a Cristo Rey Philadelphia student’s adjustment to college.
|Commitee:||Nakkula, Michael, Speller, Marquitta|
|School:||University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Higher education|
|Keywords:||Academics, College adjustment, High school experience, Self-efficacy, Sense of belonging, Students of color|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be