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We've Got Each Other's Back: How Bla...

Evora, Karina.

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We've Got Each Other's Back: How Black and Latinx Undergraduate Students Understand Their Experiences in a Summer Bridge Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	We've Got Each Other's Back: How Black and Latinx Undergraduate Students Understand Their Experiences in a Summer Bridge Program./
作者:	Evora, Karina.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	212 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30815875
ISBN:	9798381114423

We've Got Each Other's Back: How Black and Latinx Undergraduate Students Understand Their Experiences in a Summer Bridge Program.
Evora, Karina.

We've Got Each Other's Back: How Black and Latinx Undergraduate Students Understand Their Experiences in a Summer Bridge Program. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 212 p.

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--The George Washington University, 2024.

This item must not be sold to any third party vendors.

The purpose of this study was to explore the ways in which Black and Latinx undergraduate students of first-generation and low-socioeconomic backgrounds understand how the components of summer bridge programs influence their persistence at four-year colleges and universities. This generic interpretive study revealed that there are several components of SBPs that students believe are influential to their persistence in college. These components include academic courses, skill building workshops, opportunities to develop interpersonal relationships with faculty and staff, and connections to identity-based organizations and student support services on campus. The theories of sense of belonging (Delgado Bernal, 2002; Hurtado & Faye Carter, 1997; Strayhorn, 2011) and self-efficacy (Bandura, 1977; 2010), along with a critical perspective, were applied to Tinto's (1993) model of individual departure to serve as the conceptual framework that guided this study. The study utilized interviews and document analysis to identify components of the curriculum of SBPs and to examine how students understand the ways these components contribute to their persistence at their institution, if at all. The findings of this study contribute to our understanding of the impact and effectiveness of summer bridge programs and adds to existing literature regarding persistence, retention, and success for marginalized college students.

ISBN: 9798381114423Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Black students

We've Got Each Other's Back: How Black and Latinx Undergraduate Students Understand Their Experiences in a Summer Bridge Program.
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