Event Title

CSU Early Start: Examining Student Experiences in a Developmental Education Residential Program

Presentation Type

Oral Presentation

College

College of Social and Behavioral Sciences

Major

School of Social Work

Session Number

3

Location

RM 218

Faculty Mentor

Nancy Acevedo-Gil

Start Date

5-18-2017 4:10 PM

End Date

5-18-2017 4:30 PM

Abstract

This qualitative case study addresses the national imperative of college readiness. In particular, the study examined one site of the Early Start Program (ESP) required by the California State University system. Qualitative methods included focus group interviews and individual semi-structured interviews with firsttime students who had to take a developmental math and/or English course as part of the ESP requirement. The study utilized a critical race theory in education framework and Chicana feminist epistemology. Findings reveal how students experienced the math courses, how participation in a summer bridge residential program influenced student transitions to college from high school, and how participating in ESP influenced student academic self-perceptions and selfefficacy towards completing college.

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May 18th, 4:10 PM May 18th, 4:30 PM

CSU Early Start: Examining Student Experiences in a Developmental Education Residential Program

RM 218

This qualitative case study addresses the national imperative of college readiness. In particular, the study examined one site of the Early Start Program (ESP) required by the California State University system. Qualitative methods included focus group interviews and individual semi-structured interviews with firsttime students who had to take a developmental math and/or English course as part of the ESP requirement. The study utilized a critical race theory in education framework and Chicana feminist epistemology. Findings reveal how students experienced the math courses, how participation in a summer bridge residential program influenced student transitions to college from high school, and how participating in ESP influenced student academic self-perceptions and selfefficacy towards completing college.