Developing first-generation, low-income students: exploring upward bound students' growth in academic and social integration





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This qualitative study was designed to explore the development of academic and social integration that Upward Bound students experience. The context for this growth was explored through a document analysis of archived Upward Bound student evaluation and curriculum materials. Upward Bound tutors were then interviewed about the academic and social growth they experienced as a result of the program. The literature review focused on developing academic and social integration in first-generation and low-income college students. Four conclusions were drawn after analysis of the archived surveys and interviews. First, the primary factor for academic and social integration growth was the challenging and supportive environment the program provides for its students. Second, the secondary factor was that the program equips students with skills that help with college success. Third, a variational change builds on prior knowledge which seems to make the change much more organic and enveloping in the individual. Fourth, a transformational change might lead to a lag (or bounce) in performance.

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