Breaking Down Barriers for Low-Income College Bound Students: a Case-Study of Five College Access Programs

Abstract

For this case study, a mixed methods research approach was used to evaluate the components and best practices college access advisers used to influence low-income and first generation college bounds students’ matriculation into postsecondary school. Qualitative data consisted of individual semi-structured interviews with each of the five advisers followed by observations of the advisers using the College Access Tool of Evaluation (CATE). Quantitative data was collected using a Teacher Survey that asked teachers to reflect on the college going culture of the school. When given effective social supports and college going opportunities, low-income and first generation students can matriculate into universities.

Keywords

• college access
• first generation college bound students
• low-income students
• social supports