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Is college for me? The college deci...

Elizondo, Evellyn.

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Is college for me? The college decision-making process of disadvantaged youth.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Is college for me? The college decision-making process of disadvantaged youth./
Author:	Elizondo, Evellyn.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2380.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097817

Is college for me? The college decision-making process of disadvantaged youth.
Elizondo, Evellyn.

Is college for me? The college decision-making process of disadvantaged youth. - 173 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2380.

Thesis (Ph.D.)--University of California, Santa Cruz, 2003.

The primary goal of this study was to use the theory of planned behavior (TPB) to develop a cognitive map of students' college decision-making process. A secondary goal was to create a valid and predictive measure of college-bound identity (CBI) that could be used as a proximal indicator of early academic program impact and student outcomes. A longitudinal sample of 298 high school seniors from low-income communities was examined with structural equation modeling. The majority were Latina females with no parental college history. Overall, 63% enrolled in college. Of these students, 67% attended a two-year college and 33% attended a four-year institution. Contrary to the TPB, perceived behavioral control and social support did not directly determine intentions to apply to and enroll in college. Rather, perceived behavioral control and social support indirectly predicted students' intentions via attitudes. Attitudes in turn, determined intentions, which led to applying and enrollment behavior. No reliable gender differences were found. After accounting for grades, parental education, and college aspirations, attitudes remained the strongest predictor of intentions and the strongest link to college enrollment. These findings highlight the robust relationship between attitudes and behaviors. Fostering positive attitudes about college-going behaviors can increase college attendance among disadvantaged youth. Although social support is important to shaping students' attitudes, perceptions of behavioral control played a stronger role. This study also showed that CBI and attitudes were highly associated (Φ = .79). This finding suggests that CBI shares similar relationships to students' perceived behavioral control, subjective norms, college intentions and behaviors, as does attitudes. The newly developed CBI measure can be a promising assessment tool for early academic programs aimed at increasing college enrollment. Lastly, it is argued that eliminating educational outreach services is likely to create even greater achievement gaps.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Is college for me? The college decision-making process of disadvantaged youth.
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500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2380.
500 $a Chair: Martin Chemers.
502 $a Thesis (Ph.D.)--University of California, Santa Cruz, 2003.
520 $a The primary goal of this study was to use the theory of planned behavior (TPB) to develop a cognitive map of students' college decision-making process. A secondary goal was to create a valid and predictive measure of college-bound identity (CBI) that could be used as a proximal indicator of early academic program impact and student outcomes. A longitudinal sample of 298 high school seniors from low-income communities was examined with structural equation modeling. The majority were Latina females with no parental college history. Overall, 63% enrolled in college. Of these students, 67% attended a two-year college and 33% attended a four-year institution. Contrary to the TPB, perceived behavioral control and social support did not directly determine intentions to apply to and enroll in college. Rather, perceived behavioral control and social support indirectly predicted students' intentions via attitudes. Attitudes in turn, determined intentions, which led to applying and enrollment behavior. No reliable gender differences were found. After accounting for grades, parental education, and college aspirations, attitudes remained the strongest predictor of intentions and the strongest link to college enrollment. These findings highlight the robust relationship between attitudes and behaviors. Fostering positive attitudes about college-going behaviors can increase college attendance among disadvantaged youth. Although social support is important to shaping students' attitudes, perceptions of behavioral control played a stronger role. This study also showed that CBI and attitudes were highly associated (Φ = .79). This finding suggests that CBI shares similar relationships to students' perceived behavioral control, subjective norms, college intentions and behaviors, as does attitudes. The newly developed CBI measure can be a promising assessment tool for early academic programs aimed at increasing college enrollment. Lastly, it is argued that eliminating educational outreach services is likely to create even greater achievement gaps.
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