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Outcomes of First-Generation African American Postsecondary Students Who Completed Early College Access Programming

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Handbook of Social Justice Interventions in Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Because many children lack equitable access to higher education, for years educators endeavored to bridge the gap in education. Due to socioeconomic challenges in society, a colossal increase has resulted in the need for diversity and inclusion within postsecondary institutions. Students from various ethnicities and backgrounds bring different experiences to education – the capital they bring and education gained are valuable. The purpose of this study was to examine the benefits and challenges faced by first-generation African American students who have completed early college access programming (ECAP). The effectiveness of early college access and impacts on first-generation African American students’ postsecondary academic and psychosocial outcomes were addressed. Influenced by critical race theory, this study investigated students’ perceptions of their participation in ECAP and whether it supported their academic achievement in college. Ten interviews occurred with alumni of Achievable Dream Middle and High School in Newport News, Virginia, USA, who were currently enrolled in six universities also in Virginia. Results were analyzed to identify components that affect academic achievement. Findings suggest that participation in ECAP established an educational foundation that led to positive outcomes in academic attainment throughout postsecondary education. In addition to positive outcomes, barriers to academic success were identified.

Authors’ Note

The study was approved in May 2020 by both Virginia Tech’s Institutional Review Board and the president and CEO of An Achievable Dream, Inc. The university’s memorandum of understanding with Achievable Dream allowed for the information reported to be disclosed for research purposes.

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Author information

Authors and Affiliations

  1. VTC School of Medicine, Office of Student Affairs, Roanoke, VA, USA

    Angelica W. Witcher

  2. College of Liberal Arts and Human Sciences, School of Education, Virginia Tech, Blacksburg, VA, USA

    Carol A. Mullen

Authors
  1. Angelica W. Witcher
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  2. Carol A. Mullen
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Corresponding author

Correspondence to Carol A. Mullen .

Editor information

Editors and Affiliations

  1. Blacksburg, VA, USA

    Carol A. Mullen

Appendices

Demographic Survey

  1. 1.

    What is your gender?

    • Male

    • Female

    • Other (please specify)

    • Prefer not to say

  2. 2.

    What is your ethnicity?

    • White or Caucasian

    • Hispanic or Latino

    • Black or African American

    • Native American or American Indian

    • Asian/Pacific Islander

    • Other (please specify)

  3. 3.

    What was your high school grade point average (GPA)?

  4. 4.

    What college/university are you currently enrolled in?

  5. 5.

    What is your current class standing?

    • First-year student

    • Second-year student

    • Third-year student

    • Fourth-year student

    • Fifth-year student

    • Other (please specify)

  6. 6.

    What is your current GPA?

  7. 7.

    How many hours earned do you currently have?

  8. 8.

    Have you ever been placed on academic probation? If so, which semester(s)?

  9. 9.

    What is the highest level of education your parent or guardian #1 completed?

    • Less than high school completion

    • Completed a high school diploma or GED

    • Completed a certificate or diploma from a school that provides occupational training

    • Completed an associate degree

    • Completed a bachelor’s degree

    • Completed a master’s degree

    • Completed a PhD, MD, JD, or other high-level professional degree

    • Unsure

  10. 10.

    What is the highest level of education parent or guardian #2 completed, if applicable?

    • Less than high school completion

    • Completed a high school diploma or GED

    • Completed a certificate or diploma from a school that provides occupational training

    • Completed an associate degree

    • Completed a bachelor degree

    • Completed a master’s degree

    • Completed a PhD, MD, JD, or other high-level professional degree

    • Unsure

  11. 11.

    Who has had the most influence on your thinking about education after high school if anyone?

    • High school counselor

    • Someone hired by family to prepare you for college admission

    • A teacher

    • Your parent or guardian

    • Another family member

    • A friend

    • Your employer

    • A coach

  12. 12.

    Who did you live with in high school?

    • Mother

    • Father

    • Both parents

    • A guardian

    • A relative

If you are interested in participating in a 30–45-min, one-on-one interview via Zoom, Skype, or phone, please provide the information below. It will only be used to contact selected participants to schedule the interview.

Name [text box]

Email [text box]

Phone number [text box]

Interview Protocol

  1. 1.

    What are the most valuable supports you received at Achievable Dream?

  2. 2.

    Describe in what ways, if any, you believe Achievable Dream affected your college academic experience.

  3. 3.

    Although you attended Achievable Dream, are there still barriers to achieving academic success in college? If so, can you identify the barriers?

  4. 4.

    Since being enrolled in postsecondary education, have you ever been on academic probation? If so, can you explain why you were placed on academic probation?

  5. 5.

    Can you describe the most valuable supports you experienced while enrolled in postsecondary education?

  6. 6.

    To what extent do you consider yourself committed to your postsecondary education?

  7. 7.

    What do you attribute to your commitment to college?

  8. 8.

    What makes you determined to obtain an undergraduate degree?

  9. 9.

    Do you think Achievable Dream provided you with the resources to remain on track academically? Explain.

  10. 10.

    Do you have any information you would like to add or questions for me?

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Witcher, A.W., Mullen, C.A. (2021). Outcomes of First-Generation African American Postsecondary Students Who Completed Early College Access Programming. In: Mullen, C.A. (eds) Handbook of Social Justice Interventions in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-29553-0_130-1

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  • DOI: https://doi.org/10.1007/978-3-030-29553-0_130-1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-29553-0

  • Online ISBN: 978-3-030-29553-0

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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