Promoting Equitable Educational Outcomes for High-Risk College Students: The Roles of Social Capital and Resilience
|Authors:||Avery, Cynthia M.|
Daly, Alan J.
|Publisher:||Journal of Equity in Education|
|Citation:||AVERY, C., DALY, A.. Promoting Equitable Educational Outcomes for High-Risk College Students: The Roles of Social Capital and Resilience. Journal of Equity in Education, North America, 1, Nov. 2010.|
|Abstract:||Ensuring the success of high-risk college students is important for individuals, universities, and society at large. To ensure degree attainment, educational leaders must identify and understand the factors that contribute to student retention to degree. The purpose of this qualitative research study was to explore the personal and campus related supports described by high-risk students. The research was conducted at a large, public, doctoral intensive university in Southern California that admits freshmen under two different admissions criteria. Eight students admitted in the university’s lower admissions cohort were interviewed. The interplay between student resilience and self-efficacy, with engagement and acquisition of social capital were identified as critical factors in student retention and degree attainment.|
|Appears in Collections:||Journal of Equity in Education|
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