ERIC Number: ED603542
Record Type: Non-Journal
Publication Date: 2019-Sep
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Finishing What My Parents Started: College Aspirations among EMERGE Students. Research Brief for the Houston Independent School District. Volume 8, Issue 3
Chukhray, Irina; Holzman, Brian; Ankoor, Nehemiah; Li, DongMei
Houston Education Research Consortium
EMERGE is a college access program for talented but underserved high school students. EMERGE aims to encourage students from low-socioeconomic backgrounds (economically disadvantaged, first-generation college-going, or both) to attend selective colleges and universities since disadvantaged students are prone to academic undermatch--enrolling in a postsecondary institution less selective than their qualifications may allow. In spring 2018, we interviewed 26 high school sophomores recently accepted to EMERGE to understand what factors drove students' college search processes. Through our interviews, we learned that students felt college was essential to a "better life" and thought of it as a way to repay their parents financially and to honor their sacrifices. However, students felt constrained in their college searches, particularly by the cost of college and a sense of obligation to family. Finally, the students we interviewed expressed excitement at their acceptance into EMERGE, describing it as a life-changing opportunity.
Descriptors: College Programs, College Applicants, Access to Education, High School Students, College Bound Students, Economically Disadvantaged, Student Attitudes, Educational Attitudes, College Choice, Costs, Academic Aspiration, Student Motivation, Information Sources, Student Needs
Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: herc@rice.edu; Web site: https://kinder.rice.edu/houston-education-research-consortium
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Rice University, Houston Education Research Consortium (HERC)
Identifiers - Location: Texas (Houston)
Grant or Contract Numbers: N/A